Deconstructing teacher quality in urban early childhood education

2018 ◽  
Vol 12 (1) ◽  
pp. 25-34
Author(s):  
Jemimah L. Young ◽  
Bettie Ray Butler ◽  
Inna N. Dolzhenko ◽  
Tameka N. Ardrey
Keyword(s):  
Early Childhood ◽  
African American ◽  
Early Childhood Education ◽  
Early Learning ◽  
Structural Quality ◽  
African American Children ◽  
Policy And Practice ◽  
Content Type ◽  
Childhood Education ◽  
American Children

Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

Teaching through culture

2019 ◽  
Vol 13 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Toni Denese Sturdivant ◽  
Iliana Alanís
Keyword(s):  
Early Childhood ◽  
African American ◽  
Classroom Environment ◽  
African American Students ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
African American Children ◽  
Content Type ◽  
American Students ◽  
American Children

Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.

Early Childhood Education and Care in Canada

2020 ◽  
Author(s):  
Lisa Johnston ◽  
Leah Shoemaker ◽  
Nicole Land ◽  
Aurelia Di Santo ◽  
Susan Jagger
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
The United States ◽  
Early Learning ◽  
Children And Families ◽  
Policy And Practice ◽  
Childhood Education ◽  
Early Child Care ◽  
Education And Care

The field of early childhood education and care (ECEC) in Canada has been informed by a myriad of influences and these factors continue to shift and shape the curriculum, pedagogy, research, and practice in Canadian ECEC. Historically, following many of the theories and practices embraced by the United States, early child-care centers, day nurseries, and kindergartens were established to alleviate pressures on overcrowded schools and allow for mothers to work outside of the home. At the same time, Canadian child care took on a broader role in social welfare and later social justice, working to reduce inequities and inequality. These motivations have not been shared across all ECEC, and this is particularly evident in Indigenous early education. Here, Indigenous children and families have endured the horror of the residential school system and its legacy of colonialism, trauma, and cultural genocide. Along with these underpinning histories, Canadian ECEC has been informed by, is continuing to be shaped by, and is beginning to be guided by a number of models and movements in early learning. These include developmentalism, child-centered pedagogies, Reggio Emilia approaches, children’s rights, holistic education, the reconceptualist movement, and postdevelopmentalism, and many of these approaches are not mutually exclusive. Finally, the policies and practices at federal, provincial, and municipal levels and the unique tensions between these levels of government structure Canadian ECEC policy and practice. Provincial and Indigenous early learning frameworks are created to enhance educator understandings and application of program principles, values, and goals, and these embrace responsive relationships with children and families, reflective practice, the importance of the environment and play in learning, and respect of diversity, equity, and inclusion, to name but a few shared principles. Taken together, the complexity of ECEC in Canada is clear, with historical approaches and attitudes continuing to preserve structures that devalue children and those who work with them, while concurrently efforts continue to honor the rights and voices of all children, advocate for professionalization in the field of ECEC, and reveal and reconcile past and current truths and injustices in Indigenous children’s education and care, in order to support and heal all children, families, and communities.

Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

scholarly journals Vaccination uptake among Australian early childhood education staff: assessing perceptions, behaviours and workplace practices

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Holly Seale ◽  
Stephanie Dwyer ◽  
Alamgir Kabir ◽  
Rajneesh Kaur
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Center Staff ◽  
Childhood Education ◽  
Staff Members ◽  
Education Centre ◽  
Mandatory Vaccination

Abstract Background Early Childhood Education Centre (ECEC) staff are strongly recommended to receive several immunizations including influenza and pertussis. However, evidence regarding the uptake is either old or lacking across all Australian States/Territories. This study aimed to explore the attitudes and barriers around ECEC staff vaccination and the immunisation policy/practices employed at their workplaces. Methods An online cross-sectional survey was undertaken of staff members (administrators and childcare center staff) in early 2017. We compared the individual’s knowledge, attitude and practices as well as the centre’s policy and practice variables between the vaccinated and unvaccinated respondents. A logistic model was used to identify the factors associated with uptake of the different vaccines. Results A total of 575 ECEC staff completed the survey. Sixty percent reported being aware of the recommendations about staff immunisation. While participants did acknowledge that they could spread diseases if unvaccinated (86%), 30% could not recall receiving a dTpa in the last 10 years. Private centres were less likely to provide free or onsite vaccination compared to other categories of centres. Less than half reported receiving any encouragement to get the influenza vaccine and only 33% reported that their centre provides onsite influenza vaccination. Regarding the introduction of mandatory policies, 69% stated that they would support a policy. Conclusion Employers should consider supporting methods to maximize vaccination of their employees including providing free onsite vaccination. Participants were open to idea of mandatory vaccination; however, this needs to be explored further to determine how vaccine costs and access issues could be resolved.

scholarly journals Editorial: Opening for debate and contestation: OECD’s International Early Learning and Child Well-being Study and the testing of children’s learning outcomes

2019 ◽  
Vol 17 (1) ◽  
pp. 1-10
Author(s):  
Claudia Diaz-Diaz ◽  
Paulina Semenec ◽  
Peter Moss
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Large Scale ◽  
Well Being ◽  
Early Learning ◽  
Comparative Assessment ◽  
Special Issue ◽  
Standardized Measures ◽  
Childhood Education

This special issue aims to bring critical perspectives to bear on a growing phenomenon in education: comparative assessment of educational performance using standardized measures of outcomes or ‘international large-scale assessments’. We focus on one of its latest examples: the International Early Learning and Child Well-being Study. Proposed by the Organisation for the Economic Co-operation and Development (OECD, n.d.a) in 2012, this study is now being put into practice, targeting early childhood education and young children in particular. The articles in this edited collection offer varied critiques of this project as well as critiques of the influential role that the OECD is playing in how member countries design, implement and assess their early childhood education.

scholarly journals The Shape of Things to Come and what to do about Tom and Mia: Interrogating the OECD’s International Early Learning and Child Well-Being Study from an anti-colonialist perspective

2019 ◽  
Vol 17 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Mathias Urban
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Well Being ◽  
Early Learning ◽  
Frame Of Reference ◽  
Post Colonial ◽  
Childhood Education ◽  
Child Characters ◽  
To Come

In this article, I discuss the International Early Learning and Child Well-being Study (IELS), which is currently being rolled out by the Organisation for Economic Co-operation and Development. I summarise the development of IELS and the critique that has been voiced by early childhood scholars, professionals and advocates. I then move to an aspect of IELS that has so far been absent from the discussion: the actual conduct of the test, using the two stylised child characters Tom and Mia. I provide a provisional reading of the Tom and Mia imaginary through the lens of post-colonial and neo-colonial analysis. Applying the concept of colonisation as a frame of reference opens a space for introducing resistance and anti-colonial practices as productive forces to challenge the global hegemony. I draw on Pedro Sotolongo’s concept of the power of marginal notions to argue that experiences made on the margins of society, both geographically and socially, offer very practical alternatives to reconceptualising early childhood education, and services for young children, families and communities.

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