Are early childhood educators in Southern Ontario being sufficiently prepared for teaching Indigenous students?

2020 ◽  
pp. 1476718X2094294
Author(s):  
Iris Lamb
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Online Survey ◽  
Early Childhood Educators ◽  
Indigenous Studies ◽  
Two Phase ◽  
Indigenous Students ◽  
Southern Ontario ◽  
Childhood Education ◽  
Service Training

Research highlights the importance of inclusive and culturally responsive teaching. This study sought to understand to what extent Early Childhood Educators (ECEs) in Southern Ontario, upon graduation from their pre-service programmes, feel they are prepared for teaching Indigenous students and supporting Indigenous families in an inclusive, culturally relevant environment. The study took a pragmatist, two-phase approach which consisted of a document review of Ontario Early Childhood Education college programmes, followed by an online survey in which recently graduated Early Childhood Educators were asked about their college experiences regarding education in Indigenous Studies. Of the 23 examined colleges, only 1, or 4.34 per cent, offered a mandatory course in Indigenous Studies, and of the 34 surveyed Early Childhood Educators, only 8.82 per cent indicated they felt that their pre-service training sufficiently prepared them for teaching Indigenous students. Consequently, there appears to be a gap in Early Childhood Education pre-service training regarding Indigenous awareness and education. This study recommends that more research be conducted in this specific area, as the sample size for both phases of this study was small, and the apparent correlation does not equal causation; nevertheless, the resulting data from this study are alarming and provide an impetus for further research.

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Food Allergy Readiness and Anaphylaxis Management in Early Childhood Education and Care in Western Australia

2018 ◽  
Vol 43 (4) ◽  
pp. 43-47 ◽  
Author(s):  
Karina Hammershaimb Jacobsen ◽  
Ros Sambell ◽  
Amanda Devine ◽  
Sandra Vale
Keyword(s):  
Early Childhood ◽  
Food Allergy ◽  
Early Childhood Education ◽  
Western Australia ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Available Resources

WITH THE INCREASE IN prevalence of food allergy (FA) in young children, early childhood education and care (ECEC) providers are likely to have more enrolments of children who are at risk of anaphylaxis. This study examines the status of FA management in ECEC, and assesses the services’ current readiness to prevent and manage FA. A cross-sectional study comprising an online survey with multiple-choice and open-ended questions was conducted with 53 long day care services in Western Australia. Among the respondents, 83 per cent of services had at least one child enrolled with FA, 96 per cent had an FA policy, and 91 per cent required staff to undertake anaphylaxis training. A high level of self-reported confidence and skills were demonstrated; however, gaps were identified in risk-minimisation knowledge, use of adrenaline (epinephrine) autoinjectors and available resources. Extensive promotion of available resources will help improve compliance with anaphylaxis guidelines.

Tending, counting and fitting with post-developmental fat(s) in early childhood education

2020 ◽  
pp. 146394912090738
Author(s):  
Nicole Land
Keyword(s):  
Early Childhood ◽  
Childhood Obesity ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Pedagogical Practices ◽  
Childhood Education

This article responds to Euro-western conceptions of childhood obesity that understand fat within developmental narratives, as biochemically consequential and as a marker of individualized responsibility. Drawing in multiple fat(s) generated in a pedagogical inquiry with early childhood educators and children, the author articulates ‘post-developmental fat(s)’ as fat(s) that trouble the logics, practices and relationships required to understand fat as obesity. She traces how situated methods of tending fat(s) generated specific possibilities for counting and fitting fat(s). Foregrounding questions of how fat(s) happen and what fat(s) can do in early childhood education, the author takes seriously how fat(s) matter momentarily amid intentional, speculative and deeply politicized pedagogical practices oriented towards doing fat(s) differently in early childhood education.

scholarly journals Om modstand, frihed og myndigblivelse i daginstitutionen

2017 ◽  
Vol 1 (2) ◽  
pp. 15
Author(s):  
Line Togsverd ◽  
Jan Jaap Rothuizen ◽  
Hanne Hede Jørgensen ◽  
Stephan Weise
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Day Care ◽  
Coming Of Age ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
The World ◽  
At Home

ResuméI denne artikel udfoldes et pædagogisk begreb om modstand, der tager udgangspunkt i et forskningsprojekt, hvor vi, sammen med pædagogerne selv, har undersøgt pædagogers fortællinger om praksis, for at komme på sporet af deres forståelser af god pædagogik. Med afsæt i det empiriske materiale og teoretisk støtte i den pædagogiske opdragelsesfilosofi viser vi, hvordan barnets erfaringer med at opleve og komme overens med modstand, forstås som et produktivt og essentielt anliggende i daginstitutionspædagogikken. Artiklen giver indblik i en betydelig kompleksitet og dynamik forbundet med den måde, pædagogerne forstår og fortolker den pædagogiske opgave, det er, at støtte børnene i at engagere sig i en verden og et fællesskab og samtidig blive sig selv. Vi viser, hvordan pædagogernes fortolkninger har resonans i kulturelt overleverede pædagogiske narrativer om betydningen af at arbejde med barnets vilje, og udlæser et begreb om myndigblivelse, der ikke har fornuften som grundtone, men snarere det at ville sin vilje. Dermed peger artiklen på, at pædagoger opererer med en fortolkning og forståelse af god pædagogik, der er i samklang med Dagtilbudslovens brede formål om opdragelse til demokrati og selvstændiggørelse. AbstractAbout resistance, freedom and coming of age in early childhood education. In order to get an insight in the knowledge early childhood educators bring into play in their daily practices, we have explored about 200 stories from everyday life in Danish Day Care Institutions in collaboration with the pedagogues. What struck us in the analysis of the stories was that the pedagogical importance of resistance was repeatedly mentioned in the pedagogues search for realizing “good pedagogy” in everyday-life. The article points to pedagogues engagements in dealing tactfully with the resistance children encounter as a concern for children’s being in the world, more specifically: children’s ability to make themselves at home in the world (Cleary & Hogan, 2001; Gadamer, 2000). The article argues that engaging in such resistance in tactful ways is also a concern for a formation of the child’s will, enabling the appearance of the child’s subjectivity and the realization of promising children´s communities.

scholarly journals Entangled Narratives: How Literate Histories of Early Childhood Educators Expand Possibilities Within Online Learning Spaces

2020 ◽  
pp. 69-74
Author(s):  
Kim Stewart ◽  
Candace Gallagher
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
New Brunswick ◽  
Early Childhood Educators ◽  
Learning Spaces ◽  
Childhood Education ◽  
Bachelor Of Education ◽  
Ways Of Being ◽  
Being And Becoming

Feminist ways of being allow us to be vulnerable and willing to admit doubt and to live expanded views of early childhood education and teaching.These practices are characterized by a love ethic, attending to entanglements of heartmindbody. In this article, we rely on entangled narratives between ourselves and early childhood educators asking how valuing entangled relationships can expand creative possibilities within onlinelearning spaces. We draw from experiences within the newly established University of New Brunswick online bachelor of education in early childhood. Our research unfolds with a desire to value literate histories often silenced—sometimes lost—within standardized, institutional ways of being and becoming.

scholarly journals Mentoring: A Strategy to Support Novice Early Childhood Educators

2016 ◽  
Vol 38 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Laura K. Doan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Literature Review ◽  
Early Childhood Educators ◽  
Mentoring Programs ◽  
Future Research ◽  
Formal Mentoring ◽  
Culture Of Learning ◽  
Childhood Education

The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the mentoring process. Examples are drawn from mentoring programs in New Zealand and Worcester, England. Leadership implications are discussed with an emphasis on future research on mentoring in early childhood education.

scholarly journals Prophetic Parenting Mencetak Pendidik Berkarakter Dalam Pendidikan Anak Usia Dini

2018 ◽  
Vol 1 (2) ◽  
pp. 90
Author(s):  
Muhammad Taufiqurrahman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Government Regulation ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
Educational Approach ◽  
Literature Research ◽  
Childhood Education ◽  
The Government

Early childhood education is one of the efforts made by the government to start education in the early stages of child development. Through a psychological and educational approach, educators in early childhood must have the characters and competencies that have been implemented by the government in Government Regulation No.27 of 1990 Article 14 Paragraphs (1) and (2). This is a literature research which gathers theories dealing with early childhood educators referring to the Sunnah of the Prophet Muhammad SAW which is summarized in the terms of Prophetic Parenting. The results of the study are presented in the form of important points for person who is dedicated to becoming an early childhood educator. These points are some forms of character that must be owned by early childhood educators based on several Hadith of the Prophet Muhammad SAW. The characteristics of the educator who wants to succeedin his field are not in a hurry, gentle, compassionate, tolerant, not easy to get angry, proportionate and able to give advice. The results of this study are expected to be used by the head of PAUD to create the characters of early childhood educators in accordance with the teachings of the Prophet Muhammad SAW. Keywords: Prophetic Parenting, Character, Early Childhood Educator

scholarly journals Power, Space, and Place in Early Childhood Education

2019 ◽  
Vol 44 (3) ◽  
pp. 211-232 ◽  
Author(s):  
Cory Jobb
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Power Relations ◽  
Early Childhood Educators ◽  
Space And Place ◽  
Power Dynamics ◽  
Childhood Education ◽  
Barriers To Change ◽  
Conceptual Distinction

This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.

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