scholarly journals Governing ‘disadvantage’ through funded early years places and reconfigured spaces

2020 ◽  
pp. 1476718X2097132
Author(s):  
Siew Fung Lee
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Education Reforms ◽  
Policy Reforms ◽  
New Ways Of Working ◽  
Pedagogical Relationships ◽  
Global Agenda ◽  
Modes Of Governance ◽  
Shed Light

This article examines how the policy of funded early years places for ‘disadvantaged’ 2-year-olds (FNP) in England reconfigures spaces within early childhood and care (ECEC) in new ways of working with young children. Using practitioners’ interview data from early years settings in London, this article uses Foucauldian technologies of governmentality to shed light on how FNP responds to the problem of ‘disadvantage’ as new mobile modes of governance. The paper explores how practitioners reconfigure their established spaces to incorporate provision and practice suitable for 2-year-olds and the challenges practitioners face in implementing the policy. The analysis considers ‘space as assemblage’ by focusing on three key themes: dividing spaces through split rationality, dividing practices through othering and the reconfiguration of established ways of working. The themes trace how policy-driven technologies re-interpret ECEC in narrow and alternative ways by making a set of practices possible, engendering new pedagogical relationships. This article highlights the complex conditions of (im)possibility for ‘doing’ ECEC under austerity. When viewed in the broader context, policy reforms are increasingly reaching into ECEC as strategic spaces for new modes of governing, sustained by a global agenda in neoliberal education reforms.

Mother's Perspective About Using the Gadget Safeness for Children

2020 ◽  
Vol 14 (2) ◽  
pp. 313-320
Author(s):  
Colti Sistiarani ◽  
Bambang Hariyadi ◽  
Saudin Yuniarno ◽  
Endo Dardjito
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Media Use ◽  
Parental Mediation ◽  
Early Years ◽  
Special Issue ◽  
Children's Media ◽  
At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers.  Keywords: Early Childhood, Mother Perspective, Gadget Safeness  References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

Early Childhood Play With Reclaimed Resources

2019 ◽  
pp. 166-185
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Cahide Sevgi Emre
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Young Children ◽  
Environmental Awareness ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Small Scale ◽  
Childhood Play ◽  
European Heritage ◽  
Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

Early Childhood Play With Reclaimed Resources

2018 ◽  
pp. 164-183 ◽  
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Cahide Sevgi Emre
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Young Children ◽  
Environmental Awareness ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Small Scale ◽  
Childhood Play ◽  
European Heritage ◽  
Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

scholarly journals The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Language Learning ◽  
Early Years ◽  
Language Diversity ◽  
Childhood Education ◽  
Multilingual Education ◽  
Paired Samples ◽  
Shed Light

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

scholarly journals Lessons From Research for Les Familles Exogames: A Literature Review

2016 ◽  
Vol 41 (2) ◽  
pp. 13
Author(s):  
Rachelle Blanchette Deans
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
English Language ◽  
Early Years ◽  
Educational Choices ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Petite Enfance ◽  
French Speaking ◽  
Early Childhood Settings

<p>In this article, I draw from a recent graduating project where I examined the lessons from research for <em>les familles exogames</em>. This expression is used in the French early childhood education and education sectors to refer to families where one parent is French speaking while the other has another (predominantly the English) language (Ontario Ministry of Education, 2004). The focus of this article is on parental decisions with respect to language or languages spoken at home and choices of early childhood settings and schools. Given the focus on parental choice, the inquiry question is: What does the scholarly research say about linguistic and educational choices for young children from <em>les familles exogames</em>? The inquiry centres on the linguistic and educational choices for young children from <em>les familles exogames</em> from sociocultural and ecological systems perspectives. I examine the extant literature on bilingualism and, more specifically, on bilingualism in <em>les familles exogames</em>, and I share implications from research that are meaningful to parents and early years professionals.</p><p><em>Cet article est tiré d’un projet de maîtrise où j’ai examiné les enseignements tirés de la recherche sur les familles exogames. L’expression « familles exogames » est utilisée, dans les secteurs de l’éducation et de l’éducation de la petite enfance en langue française pour désigner les familles formées d'un parent francophone et d’un parent s’exprimant dans une autre (habituellement l’anglais) langue (Ministère de l’Éducation de l’Ontario, 2004). Ce document s’intéresse notamment aux décisions que prennent les parents relativement à la langue parlée, ou aux langues parlées, à la maison ainsi qu’au choix du milieu de la petite enfance et de l’école. Puisque l’accent est mis sur le choix des parents, la question d’enquête est: Que disent les chercheurs au sujet des choix en matière de langue et d’éducation pour les jeunes enfants de familles exogames? L’enquête s’articule autour des choix linguistiques et éducatifs pour les jeunes enfants des familles exogames des points de vue socioculturel et des systèmes écologiques. J’ai ainsi passé en revue les ouvrages publiés qui traitent du bilinguisme, et plus particulièrement du bilinguisme dans les familles exogames, afin de communiquer des résultats de la recherche qui sont utiles aux parents et aux professionnels de la petite enfance. </em></p>

Multimodal Music in Infancy and Early Childhood

2018 ◽  
pp. 382-398
Author(s):  
Sandra E. Trehub
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Self Regulation ◽  
Early Years ◽  
Temporal Patterning ◽  
Creative Play ◽  
Early School ◽  
Infancy And Early Childhood ◽  
Infants And Young Children ◽  
Musical Forms

Music in the early years is best understood as creative play with sound and body. Infants are highly responsive observers of mothers’ multimodal singing, which consists of expressive vocalizations in conjunction with facial and bodily gestures. Infants derive pleasure and solace from music, and they exhibit sensitivity to its pitch and temporal patterning. As toddlers, they engage in rudimentary singing and dancing, which ultimately become tools for emotional self-regulation. Preschoolers exhibit increasing sensitivity to culture-specific aspects of music. They sing as they play, producing conventional as well as invented songs and aligning their vocal patterns with their movements. By the early school years, children exhibit considerable understanding of musical forms and functions. Their melodic and rhythmic skills are more readily evident on the playground than in the classroom. Although music and movement are linked for adults, they are inseparable for infants and young children.

Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

2019 ◽  
Vol 101 (1) ◽  
pp. 12-17
Author(s):  
R. Clarke Fowler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Appropriate Practices ◽  
Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

Integration of the Computer Games into Early Childhood Education Pre-Service Teachers' Mathematics Teaching

2015 ◽  
pp. 799-817
Author(s):  
Hatice Sancar Tokmak ◽  
Lutfi Incikabi
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Computer Games ◽  
Early Childhood Teachers ◽  
Early Years ◽  
Educational Computer ◽  
Upper Level ◽  
Technological World ◽  
Educational Computer Games ◽  
Education Courses

Mathematics experiences in the early years of education can help children be more prepared for the future. Mathematics is known to be one of the most difficult learning areas. Computer games in today's technological world seem to offer a way to educate young children in mathematics in a fun and engaging way. However, success does not rely solely on the technology itself, but also how it is used during instruction. For that reason, early childhood teachers have a responsibility to integrate technology into their instruction, and to understand such technologies with regard to content and audience. Therefore, this chapter provides an example of how to incorporate educational computer games into upper-level education courses. The instructor designed the course described in this chapter to teach early childhood teachers how to integrate educational computer games for the purpose of teaching mathematics to young children.

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