Childcare, Culture, and Child Development

2020 ◽  
pp. 515-533
Author(s):  
Laura Ferrer-Wreder ◽  
Lilianne Eninger ◽  
Hanna Ginner Hau ◽  
Tina M. Olsson ◽  
Mina Sedem ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Moral Development ◽  
Human Development ◽  
Research Literature ◽  
Future Research ◽  
Childhood Education ◽  
Education And Care ◽  
Organizational Features ◽  
Welfare Model

This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

Group Processes in Early Childhood: A Dimension of Human Development

1979 ◽  
Vol 2 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Martin Lakin ◽  
Musia G. Lakin ◽  
Philip R. Costanzo
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Field Study ◽  
Human Development ◽  
Group Processes ◽  
Research Literature ◽  
Developmental Level ◽  
Development Research ◽  
Group Participation ◽  
Family Centered

A family-centered view of socialization has dominated child development research literature. Particularly lacking is knowledge of the influences of group participation where it is available and encouraged. The investigators carried out an observational field study in group optimizing settings in Israel. Variables were age and setting and the study included 32 groups of children aged 11-31 divided among four age categories in two types of communal settlement with differing amounts of group exposure. Differences in group behaviors were primarily related to developmental level but setting effects were apparent. The implications of such early appearances of group behaviors are considered.

scholarly journals Social studies in early childhood education and care: A scoping review focusing on diversity

2020 ◽  
Vol 21 (4) ◽  
pp. 312-324
Author(s):  
Anette Ringen Rosenberg
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Studies ◽  
Cultural Diversity ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Future Research ◽  
Childhood Education ◽  
Educational Challenge ◽  
Education And Care

Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication

2020 ◽  
pp. 183693912097906
Author(s):  
Tina Stratigos ◽  
Marianne Fenech
Keyword(s):  
Early Childhood ◽  
Critical Analysis ◽  
Parent Engagement ◽  
Future Research ◽  
Parent Communication ◽  
Childhood Education ◽  
Education And Care ◽  
Potential Benefits ◽  
Digital Documentation ◽  
The Impact

While early childhood educators’ use of digital applications (apps) to document children’s experiences and support parent communication is increasing, there is limited empirical research about the impact of these applications on children’s experiences and educators’ practices. This article provides a critical analysis of the findings from this body of research with a focus on affordances and challenges. While the research supports potential benefits for parent engagement and pedagogy, a range of challenges relating to content, access, equity, workload and ethics are highlighted. Features of the neoliberal contextual that may enable the increasing use of apps and shape the way they are used are considered, and opportunities for future research to further critique, enhance understandings and inform practice proposed.

Ethnography and Bush Kinder Research: A Review of the Literature

2021 ◽  
pp. 183693912110112
Author(s):  
Christopher Speldewinde ◽  
Anna Kilderry ◽  
Coral Campbell
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Research Literature ◽  
Review Of The Literature ◽  
Teacher Pedagogy ◽  
Childhood Education ◽  
Education And Care ◽  
Forest Schools ◽  
Review Reports

Bush kindergarten programmes (known as bush kinders), where preschool children learn in, about and with nature, are proliferating in Australian early childhood education. This scoping review reports on, and analyses, the research literature pertaining to how ethnography has been applied to the bush kinder context. We included studies conducted in related contexts, such as forest schools, and other programmes that focus on nature pedagogy, as these contexts assist us to better understand bush kinders. The findings from our literature review illustrate and confirm that empirical research in bush kinder settings is in its early stages. Consequently, bush kinders present opportunities for piloting research methodologies. After a review of the research literature, it was found that ethnography as a research methodology is valuable to understand teacher pedagogy, young children’s learning, the implications of researcher positionality, the context and the place of bush kinders in early childhood education and care.

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