scholarly journals Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study

2021 ◽  
pp. 43-59
Author(s):  
Natália Meireles Santos da Costa ◽  
Maria Clotilde Rossetti-Ferreira ◽  
Ana Maria de Araujo Mello
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Infants And Toddlers ◽  
First Semester ◽  
Childhood Education ◽  
Daycare Centre ◽  
Outdoor Spaces ◽  
Green Areas ◽  
Outdoor Environments

AbstractIntense urbanization process in Brazil and Latin America has increasingly limited young children, since birth, to access outdoor spaces, especially green areas. Moreover, as conceptions of babies in domestic care support confinement practices, apprehending infants’ constitutive specificities as being intertwined with broader socio-cultural contexts requires further investigation. Notwithstanding the challenges, Early Childhood Education and Care (ECEC) institutions can be promising places to provide babies with daily contacts and appropriation of external areas amid an expanded collective experience. This chapter tackles the process of insertion and appropriation of outdoor spaces for infants and toddlers. We bring a case study from a Brazilian daycare centre with planned multiple outdoor environments, diversified spatial arrangements and natural elements. The empirical material, referring to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the Network of Meanings. In the first semester, environments organized in semi-open areas connected to closed spaces were more frequently used. Whereas mainly in the second semester, given walking onset and greater motor resourcefulness, the going and appropriation of green areas unfolded as a gradual process not short of struggles. Substantial planning, projects and educational situations put forward by multiple social actors within a multidisciplinary approach modulated alternation of spaces and facilitated exchanges with peers, older children and adults – including family members.

KAJIAN PENYELENGGARAAN PAUD DI KOTA BANJARMASIN DITINJAU DARI ASPEK PERENCANAAN

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Lisna Sulinar Sari
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Needs Analysis ◽  
Case Study Approach ◽  
Childhood Education ◽  
Study Approach ◽  
Early Childhood Institutions

Abstrak: Permasalahan dalam penelitian ini yaitu dari jumlah lembaga PAUD yang ada diKota Banjarmasin belum semuanya memiliki perencanaan khususnya pada analisispeningkatan legalitas kelembagaan PAUD dan analisis kebutuhan pendidikan untuk anak usiadini (AUD). Penelitian ini menggunakan pendekatan studi kasus dengan analisis data deskrtifkuantitatif dan kualitataif. Hasil studi menunjukkan bahwa: i) Disdik Kota Banjarmasin danLembaga PAUD sampel tidak melakukan perencanaan yang baik untuk pendataan analisiskebutuhan pendidikan AUD; ii) Belum semua lembaga PAUD sampel memiliki izinoperasional dikarenakan adanya persyaratan yang belum dapat dipenuhi karena memerlukanbiaya yang cukup besar seperti, pembuatan akta notaris; iii) Belum semua lembaga PAUDmemiliki sarpras sesuai dengan pedoman sarana dan prasarana dari pusat; iv) untuk membantuketersediaan sarpras, Disdik Kota Banjarmasin sudah mengalokasikan dana APBD II berupabantuan RKB, rehab kelas rusak ringan dan berat, serta bantuan APE Dalam dan Luar berupabarang. Abstract: The problem in this study is from the number of early childhood institutions in thecity of Banjarmasin not all have plans in particular to the analysis of institutional legalityincrease early childhood education and educational needs analysis for early childhood (AUD).This study uses a case study approach to data analysis of quantitative and qualitative deskrtif.The study shows that: i) Disdik Banjarmasin and Institutions ECD sample is not doing betterplanning for data analysis AUD educational needs; ii) Not all the samples of early childhoodinstitutions have an operating permit because of the requirements can not be met because itrequires significant costs such as notary deed; iii) Not all early childhood institutions haveinfrastructure accordance with the guidelines of the central infrastructure; iv) to assist theavailability infrastructure, Disdik Banjarmasin already allocated budget II in the form ofclassroom assistance, rehabilitation of damaged light and heavy classes, as well as the In andOut APE assistance in the form of goods.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

scholarly journals Children’s Rough-and-Tumble Play in a Supportive Early Childhood Education and Care Environment

2021 ◽  
Vol 18 (19) ◽  
pp. 10469
Author(s):  
Rune Storli
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Skill Acquisition ◽  
Care Environment ◽  
Physically Active ◽  
Childhood Education ◽  
Supportive Environment ◽  
Outdoor Environments ◽  
Education And Care ◽  
Indoor And Outdoor Environments

While a growing body of evidence highlights the benefits of rough-and-tumble play (R&T) in young children, it remains one of the most challenging kinds of play to support in early childhood education and care environment (ECEC) institutions. The present study explores the occurrence and characteristics of R&T in indoor and outdoor environments in a Norwegian sociocultural context where children can freely choose what, where, and with whom to play. The data consist of 100 randomly recorded two-minute videos, which were coded second by second for R&T. Qualitative analysis reveals that in a physically and culturally supportive environment for R&T, children aged 3–5 years perceive indoor spaces that afford physically active play to be more attractive for R&T than outdoor environments. The findings indicate gender differences related to R&T and how girls and boys use the physical environment in different ways. The quantitative findings are discussed within interactional affordances theory and show that children practise perceptual, motor, and social skills to successfully engage in R&T. Enhanced knowledge of children’s skill acquisition in R&T can support practitioners in developing pedagogical skills to facilitate challenging and safe environments for appropriate indoor R&T for both girls and boys.

scholarly journals Music value and participation: An Australian case study of music provision and support in Early Childhood Education

2018 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Margaret S. Barrett ◽  
Libby Maree Flynn ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Identity Development ◽  
Parenting Practices ◽  
Value Added ◽  
Childhood Education ◽  
Music Making ◽  
Education Centre ◽  
Australian Case

There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

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