scholarly journals Disrupting normalised discourses: ways of knowing, being and doing cultural competence

2019 ◽  
pp. 1-9
Author(s):  
Karen Sinclair
Keyword(s):  
Early Childhood ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Cultural Competence ◽  
Ways Of Knowing ◽  
Careful Consideration ◽  
Early Childhood Educators ◽  
Indigenous Methodology

AbstractThe concept of cultural competence is a multifaceted construct that requires careful consideration as it raises questions as to whose ‘truth’ is being advocated. This paper draws on findings from a qualitative study which used an indigenous methodology of yarning to investigate early childhood educators’ understandings and perspectives of cultural competence. Adopting a poststructuralist approach to grounded theory, data were analysed to identify themes that reflected educators’ understandings and perspectives. This paper presents a snapshot of these themes along with a framework of positioning self in relationship to ways of knowing, being and doing cultural competence. I conclude by suggesting that this framework can provide opportunity for educators to disrupt normalised discourses and re-conceptualise cultural competence.

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

2014 ◽  
Vol 184 (12) ◽  
pp. 1843-1860 ◽  
Author(s):  
Kalliroi Papadopoulou ◽  
Lia Tsermidou ◽  
Christina Dimitrakaki ◽  
Eirini Agapidaki ◽  
Despoina Oikonomidou ◽  
...  
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Socioemotional Development ◽  
Early Childhood Educators ◽  
Beliefs And Practices

scholarly journals Parents’ Perceptions on Barriers and Facilitators of Physical Activity among Schoolchildren: A Qualitative Study

2021 ◽  
Vol 18 (6) ◽  
pp. 3086
Author(s):  
Vanesa Alcántara-Porcuna ◽  
Mairena Sánchez-López ◽  
Vicente Martínez-Vizcaíno ◽  
María Martínez-Andrés ◽  
Abel Ruiz-Hermosa ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Rural Areas ◽  
Barriers And Facilitators ◽  
Individual Factors ◽  
Activity Levels ◽  
Adiposity Rebound ◽  
La Mancha

Given that physical activity (PA) plays an important role in early childhood, understanding the factors that affect the practice of PA at an early age could help develop effective strategies for overcoming barriers and increasing activity levels in this age group. A qualitative study was conducted based on grounded theory aimed at exploring the perceptions of mothers and fathers from Cuenca and Ciudad Real (Castilla La Mancha, Spain) regarding barriers and facilitators of physical activity of their children during the adiposity rebound period. Data were collected using focus groups involving 46 parents of children in the 3rd grade of pre-school and 1st grade of elementary school. During the analysis, the socio-ecological model and grounded theory were used. The barriers encountered were the preferences of children for sedentary activities (individual factors), academic tasks as a main priority of parents, the influence of older siblings and the unfavorable school environment (microsystem), the lack of family conciliation (mesosystem), and barriers related to the built environment or lack of facilities for physical activity (exosystem). Facilitators were the preferences for active games (individual factors), parental models including the co-participation of parents in activities, the influence of friends, living in large homes, the support provided by teachers and the school (microsystem), living in rural areas, having sufficient facilities, favorable weather conditions (exosystem), and the existence of free or subsidized activities (macro system). Programs aimed at promoting PA in early childhood should include strategies that address contextual factors and not only focus on individual factors related to the child.

scholarly journals Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story

2017 ◽  
Vol 42 (2) ◽  
pp. 53-60
Author(s):  
Susan Krieg
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Institutions ◽  
Ways Of Knowing ◽  
Early Childhood Educators ◽  
Critical Discourse ◽  
Educational Systems ◽  
Children’S Learning ◽  
Children's Learning

THE CURRENT POLICY CONTEXTS of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimensions of learning. CDA is a multidisciplinary methodology that integrates the study of language with a consideration of wider social practices. It offers a perspective from which to examine how ways of thinking, speaking, acting and being are drawn from, and also contribute to the particular discourses that are made available within social institutions (in this case, early childhood centres). CDA focuses on how language establishes and maintains social relationships and identities. This paper provides an example of how some of the tools made available in CDA can enhance assessment practices with young children. It is argued that CDA enables early childhood educators to re-examine young children's learning in new ways. The processes outlined in this paper have the potential to inspire early childhood educators to embrace assessment as an opportunity to articulate, celebrate and communicate young children's ways of knowing in new ways.

A Qualitative Study of Early Childhood Educators' Beliefs About Key Preschool Classroom Experiences

2009 ◽  
Author(s):  
Sandraluz Lara-Cinisomo ◽  
Allison Sidle Fuligni ◽  
Lindsay Daugherty ◽  
Carollee Howes ◽  
Lynn A. Karoly
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Childhood Educators ◽  
Classroom Experiences ◽  
Preschool Classroom

scholarly journals Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum

2021 ◽  
pp. 34-50
Author(s):  
Matthew Sampson ◽  
Christine McLean
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Childhood Educators ◽  
Emergent Curriculum ◽  
Pedagogical Documentation ◽  
Research Participants ◽  
Program Administrators ◽  
The Voice ◽  
Over Time

Written in the voice of the first author, this article examines how two early childhood educators who practice emergent curriculum shifted from following a rules-based culture in their classroom to a more negotiated one. The voices of the child and educator research participants are excerpts from a larger qualitative study involving five educators who participated in interviews focused on their perceptions of how their understanding of emergent curriculum evolved over time. Using self-selected examples of pedagogical documentation as a catalyst for discussion, the participants reflected on how their experiences with mentors, children, and program administrators influenced their shifts in practice.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

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