scholarly journals The role of emotions in building new knowledge and developing young children’s understanding

2020 ◽  
Vol 12 (2) ◽  
pp. 189-203
Author(s):  
Johanna Cliffe ◽  
Carla Solvason
Keyword(s):  
Social Justice ◽  
Cognitive Development ◽  
Emotional Development ◽  
Recent Literature ◽  
Early Education ◽  
Early Years ◽  
New Knowledge ◽  
Early Years Education ◽  
Children’S Thinking

This article considers the role of emotions in the creation of new knowledge and the development of young children’s minds. Drawing on recent literature relating to emotions and emotional development and recent research into rhizomatic thinking, the authors argue that emotions are more important within cognitive development than is currently recognised. They challenge the traditional propensity for prioritising rationality and essentialism within the construction of new knowledge, claiming this merely promotes hegemonic, discursive and binary pedagogies within early education, leaving little room for originality, difference and diversity. The authors explore the possibility that these dominant discourses impoverish children’s thinking and truncate their development. Furthermore, they suggest that emotions are political and strongly influential within issues pertaining to social justice and (in)equitable practice. They consider how the constant controlling, downplaying or disregarding of emotions can effectively impact on who is silenced and privileged within early years education. Having an awareness of the possible interplay between thinking, cognition, forming new knowledge and emotions provides educators with opportunities to challenge and address issues of power and social justice within practice. The article encourages educators to (re)conceptualise children’s thinking and accommodate alternative readings and multiple pathways to sense and meaning drawn from children’s experiences.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

The changing role of leaders in Early Years education

2017 ◽  
pp. 139-154
Author(s):  
Krishan Sood ◽  
Sheine Peart ◽  
Malini Mistry
Keyword(s):  
Early Years ◽  
Early Years Education ◽  
Changing Role

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2017 ◽  
Vol 19 (3) ◽  
pp. 46-48
Keyword(s):  
Emotional Development ◽  
Early Years ◽  
Children's Books ◽  
Children’S Books ◽  
Social And Emotional Development ◽  
Outdoor Classroom ◽  
Forest School ◽  
Social And Emotional ◽  
Early Years Education ◽  
Forest Schools

scholarly journals Social Justice in Early Years Education: Practices and Understandings

2013 ◽  
Vol 14 (4) ◽  
pp. 285-289 ◽  
Author(s):  
Annette Woods ◽  
Noella Maree MacKenzie ◽  
Sandie Wong
Keyword(s):  
Social Justice ◽  
Early Years ◽  
Early Years Education

scholarly journals Early years’ provision for young children in Wales: history, challenges, and the Welsh language

2019 ◽  
Vol 10 ◽  
pp. 19-37
Author(s):  
Siân Wyn Siencyn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
National Assembly ◽  
Welsh Language ◽  
Early Years Education ◽  
Historic Development ◽  
Language Revitalisation ◽  
Radical Approach

The development of Welsh medium early years’ education has been a story of singular success over the last century. With the establishment of the National Assembly in 2000, Wales further forged its own vision for its young children. One of its first priorities, for example, was the Foundation Phase with its radical approach. This paper offers an overview of the historic development of nursery education in Wales, before and post devolution. Welsh language and Wales policies are set in the context of wider influences. Focus will be on Welsh language provision, highlighting the role of Mudiad Meithrin in the language revitalisation process. This paper will consider issues, research and theory relating to early bilingualism and will review approaches to immersion methodology.  Thereafter, the challenges of implementing immersion will be explored and set in the landscape of tensions facing the field of early childhood services in Welsh, and in light of current political and policy developments.

Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

2006 ◽  
Vol 22 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Amy Cutter-Mackenzie ◽  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Early Years ◽  
Content Area ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Early Years Education ◽  
The Relationship

AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.

scholarly journals The Role of Parents at Mathematics Learning Innovation in Early Education

2020 ◽  
Vol 9 (1) ◽  
pp. 40-47
Author(s):  
Miftah Sigit Rahmawati ◽  
Irman Amri
Keyword(s):  
Early Education ◽  
Mathematics Learning ◽  
Field Research ◽  
Research Literature ◽  
Early Years ◽  
Project Work ◽  
Pedagogical Practice ◽  
Learning Mathematics ◽  
Role Of Parents

In digital era, it is possible for the term "home education" which presents the role of the family to the childhood education. The development of children's mathematics involved role of parents lies, so a mechanism needs to be established about the importance of mathematics learning in the early years and its forms about mathematical activities for children. Learning mathematics in early childhood connects the use of formative values, namely observation, assignments, and interviews for planned teaching. Pedagogical practice focuses on the involvement of children in games, reading stories/picture books, doing project work, and learning mathematics through art or physics. This gives the explanation that children in early education with their settings involve mathematical ideas. This research aims to provide solutions and ideas for parents in teaching children of early age (0-3) years old on mathematics. This research also provides an explanation of parental involvement in teaching mathematics by playing together and preparing children to face mathematics at the next level. The research method used is based on field research, literature studies, and observations. Report of evaluation and observation provide good results with the use of one of the learning methods, namely the montessori method. It also gives an explanation of the importance of togetherness of children and parents in learning mathematics without eliminating children's play time.

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