What Does Using a Shared Franco-German Toolbox Reveal About the Discourse of Teacher Trainers on Interculturality?

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Veronique Lemoine-Bresson ◽  
Dominique Macaire
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Major Research ◽  
Specific Context ◽  
Research Project ◽  
Childhood Education ◽  
Teacher Trainers

From 2011 to 2015, the Franco-German Youth Office (FGYO – Office franco-allemand pour la Jeunesse [OFAJ]/Deutsch-Französisches Jugendwerk [DFJW]) conducted a major research project entitled La Valisette franco-allemande/Die deutsch-französische Kinderkiste. The aim of the project was to explore teacher trainers' conceptions of language and interculturality through the use of a pedagogical and cultural “toolbox.” This article explores the nature of interculturality in the specific context of early childhood education. It theorizes interculturality as both a polysemic and polemic notion and navigates between “renewed interculturality” in a “liquid approach” and an essentialist framework in a “solid approach.” The study argues that analysing the discourse and meta-discourse of teacher trainers (called “multipliers”) during focus groups on the shared toolbox is an effective way to explore the notion of interculturality.

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

2020 ◽  
Vol 21 (2) ◽  
pp. 111-125
Author(s):  
Lydiah Nganga ◽  
Samara Madrid Akpovo ◽  
Sapna Thapa ◽  
Agnes Muthoni Mwangi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Participant Observation ◽  
Comparative Method ◽  
Early Childhood Teachers ◽  
Women's Work ◽  
Work Lives ◽  
Childhood Education ◽  
Women’S Work

Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

scholarly journals Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

2021 ◽  
Author(s):  
Sophia Mohamed
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Qualitative Inquiry ◽  
Early Childhood Educator ◽  
Major Research ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices

This major research paper presents findings from a critical qualitative inquiry study, that includes how seven registered early childhood educators (RECEs) understand care, carework and care practices in early childhood education and care (ECEC). The study used a political economy of care theoretical framework. Findings suggest that RECEs feel: (1) their carework is devalued; (2) care and education activities are different; and (3) there are barriers to caring well in ECEC programs. This paper provides recommendations that can potentially assert the value of care in the ECEC sector and aims to modestly give a voice to the marginalized perspectives of RECEs on the value of their carework in ECEC programs. Key words: Early childhood education and care, care, carework, registered early childhood educator, political economy of are, maternalism, feminization, marginalized, racialization, critical qualitative inquiry

scholarly journals a formação continuada e a experiência ética do corpo na produção do currículo da educação infantil

2020 ◽  
Vol 16 (36) ◽  
pp. 01-14
Author(s):  
Sammy William Lopes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Continuing Education ◽  
Space Time ◽  
Government Policies ◽  
Felix Guattari ◽  
Research Project ◽  
Childhood Education ◽  
Academic Production ◽  
Educational Relationships

The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethical-educational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari.

Practices to Foster Learning to Learn in Early Childhood Education: descriptive findings from a qualitative international research project

Aula Abierta ◽  
2020 ◽  
Vol 49 (3) ◽  
pp. 261-278
Author(s):  
Maria del Carmen Huerta Guerra ◽  
Victor Gerardo Cárdenas Gónzalez ◽  
Darío De León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
International Research ◽  
Learning To Learn ◽  
Research Project ◽  
Childhood Education ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
International Research Project

Aprender a aprender (AaA) es una de las competencias clave en la sociedad del conocimiento. Dada su reconocida importancia, muchos países la han incluido en su currículo nacional. Hasta la fecha, poco se sabe si los docentes promueven dicha competencia en las aulas. Esta investigación exploratoria cualitativa investiga si los docentes de educación infantil de los países participantes favorecen el AaA a través de sus prácticas de enseñanza, identificando similitudes y diferencias entre los países participantes. Los participantes incluyen 23 docentes de educación infantil: 5 en Italia, 4 en México, 10 en España y 4 en Uruguay. Para la recogida de información utilizamos entrevistas semiestructuradas y realizamos análisis de contenidos para identificar los elementos del AaA que son promovidos por los docentes. Para ello, identificamos estos elementos con las dimensiones teóricas de nuestro marco conceptual. Encontramos que los maestros participantes reportan una diversidad de actividades para fomentar esta competencia. La mayoría de las actividades promueven elementos de más de una dimensión del AaA. Sin embargo, se observan diferencias entre países tanto en el predominio de las actividades como en los objetivos pedagógicos que los docentes buscan con ellas. Los participantes en países con un currículo que promueve el AaA (Italia y España) reportan un mayor número de prácticas que favorecen el AaA que los países donde las guías curriculares para promover dicha competencia no existen o no están claras (México y Uruguay).Palabras clave: Aprender a aprender, competencia clave, educación primera infancia, prácticas pedagógicas.

scholarly journals Conducting Research in Early Childhood Education: A Review of Guy Roberts-Holmes’ Doing Your Early Years Research Project: A Step-by-Step Guide

2016 ◽  
Author(s):  
Richard Rogers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Undergraduate Students ◽  
Technical College ◽  
Theory And Practice ◽  
Early Years ◽  
College Level ◽  
Research Project ◽  
Childhood Education ◽  
Conducting Research

Research should be an important component of courses at the college level. Doing Your Early Years Research Project by Guy Roberts-Holmes provides the theory and practice for technical college and undergraduate students to conduct qualitative research in the field of early childhood education. It truly is a step-by-step guide that helps students create a topic that is both personally and professionally meaningful, teaches them how to review the literature, collect data, make meaning of the data, and create the final research project. Researchers will finish this book and project knowing they made a positive difference in children’s lives.

scholarly journals Perspectives on Early Childhood Education in Romania: a Qualitative Research

2021 ◽  
pp. 329-348
Author(s):  
Anca Egerau ◽  
◽  
Ramona Lile ◽  
Alina Roman ◽  
Gabriela Kelemen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Early Education ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care ◽  
Framework Document ◽  
Diagnostic Framework ◽  
Teachers And Parents

Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access to ECEC under the ESL Strategy aims to implement the following key measures: (i) a coherent framework for ECEC; (ii) involvement of the family (with children 0-3 years) in parental education programs and by providing financial incentives; (iii) qualification, training and retention of early education and care staff. The non-competitive Early Inclusive and Quality Education project, implemented by the Ministry of National Education in partnership with the University of Piteşti, Aurel Vlaicu University of Arad and Ştefan cel Mare University of Suceava, between 2019 and 2021, aims to implement measures provided in the Representative Program no.1 of the early school leaving Strategy. In the first year of implementation, it is envisaged to develop a diagnostic framework document on the organization and operation of quality services in the field of early education in Romania and to support their implementation in the future. In this context, 8 focus groups are planned to take place in each development region, in order to outline a SWOT analysis of the educational, medical and social services provided in early education in Romania in the last 3 years. This report presents the findings from two focus groups that were organised in Arad and Bistrita by Aurel Vlaicu University of Arad.

scholarly journals Inequality, social justice and the purpose of Early Childhood Education

2021 ◽  
Vol 16 (4-2021) ◽  
pp. 510-524
Author(s):  
Frances Press ◽  
Mandy Cooke ◽  
Leanne Gibbs ◽  
Robbie Warren
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Universal Access ◽  
Care Quality ◽  
Research Project ◽  
Doctoral Studies ◽  
Childhood Education ◽  
Education And Care

Early childhood education and care (ECEC) – as with education more generally – should be a central plank of a suite of social policies designed to support more socially just societies. However, universal access to ECEC in itself, will not redress inequalities. This paper draws upon reports from the Australian Children’s Education and Care Quality Authority (ACECQA), and data from three doctoral studies nested within the Australian Exemplary Early Childhood Educators at Work research project, to argue for attention to the quality of the early childhood system and to consider the contribution that a deeply embedded socially just purpose makes to quality.

Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)

2020 ◽  
Vol 10 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Nicole Land ◽  
Catherine Hamm ◽  
Sherri-Lynn Yazbeck ◽  
Miriam Brown ◽  
Ildikó Danis ◽  
...  
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Practices ◽  
Early Learning ◽  
Research Project ◽  
Donna Haraway ◽  
Childhood Education ◽  
Pedagogical Relationships ◽  
Learning Frameworks

Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.

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