A critique of the discursive landscape: Challenging the invisibility of early childhood educators’ well-being

2020 ◽  
Vol 21 (2) ◽  
pp. 96-110
Author(s):  
Tamara Cumming ◽  
Helen Logan ◽  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Well Being ◽  
Early Childhood Educators ◽  
Research Attention ◽  
Childhood Education ◽  
Early Childhood Policy ◽  
Education And Care ◽  
Positive Experiences ◽  
Outcomes For Children

Children’s well-being has received extensive research attention and has a central role in early childhood policy and curricular guidelines. However, the well-being of early childhood educators has received fragmentary research attention and is unacknowledged in policy and curricular documents. Given the seemingly self-evident links between educators’ well-being and positive experiences and outcomes for children, why is educators’ well-being invisible within the discursive landscape of early childhood education and care? In this article, the authors offer explanations for this invisibility by identifying and critiquing a number of discourses that have shaped, and continue to shape, early childhood education and educators’ positions within it. They use Foucault’s idea of dividing practices to demonstrate how these discourses have formed regimes – and, ultimately, a discursive landscape – that make the issue of educators’ well-being invisible. The authors then begin the work of challenging this discursive landscape by using theoretical resources from Deleuze and Guattari, and Tronto, to argue for placing care, and a logic of ‘and’, at the centre of supports for educators’ well-being. They offer examples and questions to prompt ongoing critique and action.

Poeticalization and Storying; www.mmm.com

2018 ◽  
Vol 25 (7) ◽  
pp. 637-640 ◽  
Author(s):  
Merete Moe ◽  
Anne B. Reinertsen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sick Leave ◽  
Working Life ◽  
Well Being ◽  
Work Environments ◽  
Childhood Education ◽  
Work World ◽  
Education And Care

A threshold situation is a kind of crisis of, for example, deteriorating health. Fall 2014, a project was conducted, focusing on writing for well-being with a former employee and leader at an Early Childhood Education and Care, now on long-term sick leave. Here is her story and poem; her writings/Sis. Our stories and theory/practice/data/interpretive poems; our writings/Merete and Anne: Our companionship, company, and compassion: Sis/Merete/Anne.Com . We aim at Deleuze and Guattarian safespace writing. In modern working life participation, empowerment, governance, and self-leadership is considered vital for creating good psychosociological work environments. Foucault’s concept governmentality aims to elucidate how we are created as subjects, looking at how we are governed by others and by ourselves according to norms and expectations in organizations, society, and from ourselves. We think with poetry to open up, explore, and fabulate. We call it poeticalization and storying and work and worlds and words or rather work/world/word/making/melding/mattering/Sis/Merete/Anne: www.mmm.com .

scholarly journals Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector

2020 ◽  
Vol 30 (75) ◽  
pp. 958
Author(s):  
Iram Siraj ◽  
Steven J. Howard ◽  
Denise Kingston ◽  
Cathrine Neilsen‑Hewett ◽  
Edward C. Melhuish ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rating Scale ◽  
Well Being ◽  
Quality Standard ◽  
Childhood Education ◽  
Childhood Environment ◽  
National Quality ◽  
Education And Care ◽  
Early Childhood Environment

<p>Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando  o tempo  entre  as avaliações  ultrapassa  24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.</p><p><strong>Palavras-chave:</strong> National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação</p><p> </p><p><strong>Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia</strong></p><p>Este estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios   de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación –  la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.</p><p><strong>Palabras clave:</strong> National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación</p><p> </p><p><strong>Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector</strong></p><p>This study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and one research scale – the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale; (3) variability in quality scales scores within each NQS designation; and (4) mitigation of these associations when the time-gap between ratings exceeded 24 months. Findings suggest NQS and research scales tap some common core of quality, yet capture different aspects of quality, suggesting both could be used to raise standards of quality in Australian preschools, where the research scales potentiate raising quality to even higher levels than NQS.</p><p><strong>Keywords</strong>: National Quality Standard, ECERS-E, SSTEW, Quality, Preschool, Regulation</p>

Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts

2017 ◽  
Vol 18 (4) ◽  
pp. 422-433 ◽  
Author(s):  
Bridgette Redder ◽  
E Jayne White
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Peer Relationships ◽  
Care Setting ◽  
Research Attention ◽  
Childhood Education ◽  
Peer Experiences ◽  
Education And Care ◽  
Dialogic Space

While academic attention is now being paid to infant–peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant–peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant–peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant–peer experiences – one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant–peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant–peer relationships, since the dialogic space posits that there is no alibi!

scholarly journals The Association Between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality

2021 ◽  
Vol 12 ◽  
Author(s):  
Catharina P. J. van Trijp ◽  
Ratib Lekhal ◽  
May Britt Drugli ◽  
Veslemøy Rydland ◽  
Suzanne van Gils ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Goodness Of Fit ◽  
Later Life ◽  
Well Being ◽  
Learning Opportunities ◽  
Process Quality ◽  
Life Outcomes ◽  
Childhood Education ◽  
Education And Care

Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers’ (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children’s needs.

scholarly journals Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

2020 ◽  
Vol 21 (2) ◽  
pp. 126-137
Author(s):  
Victoria Sullivan ◽  
Laetitia Coles ◽  
Yuwei Xu ◽  
Francisco Perales ◽  
Karen Thorpe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Large Body ◽  
Well Being ◽  
Interview Data ◽  
Childhood Education ◽  
Attitudinal Barriers ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Personal Attitudes

Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

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 The Centre for Early Childhood Studies/Te Pumanawa Rangahau Kohungahunga

1994 ◽  
Author(s):  
Tony OHolmes
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Childhood Studies ◽  
Childhood Education ◽  
Early Childhood Research ◽  
Professional Recognition ◽  
Aotearoa New Zealand ◽  
Early Childhood Policy

The Centre for Early Childhood Studies/Te Pumanawa Rangahau Kohungahunga is a new initiative to develop and promote early childhood education in Aotearoa/New Zealand. The Centre aims to initiate, co-ordinate, facilitate and supervise early childhood research, organise seminars and conferences, collect and disseminate information, analyse and critique early childhood policy, and work on behalf of early childhood educators. The Centre’s work will complement other early childhood initiatives, and will invite collaboration with early childhood groups, centres and educators. The Centre will become a resource available to all those committed to working for quality early childhood education and enhanced professional recognition.

scholarly journals Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers

2021 ◽  
Vol 12 ◽  
Author(s):  
Catharina P. J. van Trijp ◽  
Ratib Lekhal ◽  
May Britt Drugli ◽  
Veslemøy Rydland ◽  
Elisabet Solheim Buøen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Problem Behaviors ◽  
Concurrent Validity ◽  
Factor Model ◽  
Well Being ◽  
Factorial Invariance ◽  
Childhood Education ◽  
Confirmatory Factor ◽  
Education And Care

The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.

scholarly journals Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

2021 ◽  
Vol 18 (24) ◽  
pp. 13226
Author(s):  
Ann-Christin Sollerhed ◽  
Line Grønholt Olesen ◽  
Karsten Froberg ◽  
Anne Soini ◽  
Arja Sääkslahti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Well Being ◽  
Nordic Countries ◽  
Development Environment ◽  
Policy Documents ◽  
Childhood Education ◽  
Education And Care ◽  
Health And Well Being

The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.

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