Teacher Understandings of and Commitment to Gender Equity in the Early Childhood Setting

2005 ◽  
Vol 30 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Kerrin Lee-Thomas ◽  
Jennifer Sumsion ◽  
Susan Roberts
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Local Level ◽  
Early Childhood Teachers ◽  
Gender Inequity ◽  
Childhood Education ◽  
Gender Based ◽  
And Gender ◽  
Feminist Poststructuralist ◽  
Early Childhood Settings

Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity. It adopted a triangulated investigation of the teachers' understandings, attitudes and commitment to gender equity that involved talking with the teachers about their practice, observing their pedagogic practice, and inviting them to reflect on gender-based scenarios. While the participants believed gender to be a significant issue for early childhood teachers, their understandings about many aspects of gender and gender equity were heavily grounded in socialisation theory. In addition, their reliance on socialisation theory seemed to contribute to a sense of fatalism regarding their capacity for intervention. The study concludes that engaging with feminist poststructuralist theory may enhance teachers' understanding about gender and gender equity and offer a way of intervening effectively at the local level.

The impact of noise in early childhood settings: A New Zealand perspective

2021 ◽  
Vol 25 (1) ◽  
pp. 20-25
Author(s):  
Susan Bates ◽  
Wyatt Page ◽  
Sue Stover
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
International Research ◽  
Early Childhood Teachers ◽  
Childhood Education ◽  
Key Factor ◽  
Adults And Children ◽  
The Impact ◽  
Early Childhood Settings ◽  
Excessive Noise

Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac conditions. Noise as a chaos factor in early childhood settings undermines wellbeing of both adults and children. Because noise negatively impacts on quality relationship and communication, children’s language development is also impacted. Yet noise within New Zealand early childhood settings is under-researched, under-regulated, and under-monitored. Drawing on local and international research and on a survey of New Zealand early childhood teachers, this article recommends regulating for the creation of quieter environments for the benefit of teachers and learners, the adults and children in early childhood settings.

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

2021 ◽  
Vol 6 (3) ◽  
pp. 599-607
Author(s):  
Fortina Verawati Sianturi
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Early Childhood Teachers ◽  
Teacher Strategies ◽  
Face To Face ◽  
Childhood Education ◽  
Early Childhood Learning ◽  
Great Energy

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

Disrupting the paradigm: “Children need to learn how to learn”

2020 ◽  
Vol 16 ◽  
pp. 6-20
Author(s):  
Beverley Clark ◽  
Hilda Hughson
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Sense Of Self ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Know How ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Children And Childhood ◽  
Te Whāriki

The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, Te Whāriki, the legislated national curriculum for early childhood education, further guides early childhood teachers’ practice and frames teachers’ image of the young child. This article confronts and critiques a short phrase that is an addition to the revised Te Whāriki curriculum document, specifically the phrase that children “need to learn how to learn”. This phrase implies that young children do not know how to learn. The implication in this utterance belies the intense drive that children have to learn, to play, to explore, and to understand as they grow in strength in their sense of self within their whānau and communities. We care about the image that this presents to student teachers, to teachers. We challenge whether the notion that children need to learn how to learn is the image that early childhood teachers hold, or want to hold, of children. We argue that this phrase and image of the child as needing to learn how to learn is a loose thread in the whāriki that potentially undermines and is counter to the more dominant concept within Te Whāriki of the competent child.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

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