scholarly journals Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree

2019 ◽  
Vol 44 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Wendy Boyd ◽  
Linda Newman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quality Care ◽  
Early Childhood Teachers ◽  
Education Programme ◽  
Early Childhood Teacher ◽  
Government Investment ◽  
Childhood Education ◽  
Qualified Teacher ◽  
The Government

There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

scholarly journals Persepsi Mahasiswa PG-PAUD Universitas Muhammadiyah Ponorogo terhadap PAUD di Kabupaten Ponorogo,

2018 ◽  
Vol 2 (1) ◽  
pp. 117
Author(s):  
Mohammad Fadlillah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Student Perception ◽  
Early Childhood Teachers ◽  
National Standards ◽  
Childhood Education ◽  
Interview Technique ◽  
Qualitative Descriptive ◽  
The Government

The purpose of this study were (1) to know the perception of PGPAUD students toward early childhood education in Ponorogo District. (2) to know the obstacles of early childhood education in Ponorogo Regency based on perception of PG-PAUD students Muhammadiyah University of Ponorogo. The method used in this research is qualitative descriptive involving 30 students. Data collection was done by interview technique. The interview was conducted directly to the students of PGPAUD Muhammadiyah University of Ponorogo. The results of this study are 1) PGPAUD student perception on the implementation of early childhood education in Ponorogo regency in general has not run well according to national standards of early childhood education. 2) the obstacles of early childhood education in Ponorogo District are a) there are some teachers of PAUD who have not S1 PGPAUD, the welfare of early childhood teachers are still low, facilities and infrastructure is not adequate, and mininya assistance from the government, both central and local.

scholarly journals Social studies in early childhood education and care: A scoping review focusing on diversity

2020 ◽  
Vol 21 (4) ◽  
pp. 312-324
Author(s):  
Anette Ringen Rosenberg
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Studies ◽  
Cultural Diversity ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Future Research ◽  
Childhood Education ◽  
Educational Challenge ◽  
Education And Care

Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

Within the Borderlands: Beginning Early Childhood Teachers in Primary Schools

2003 ◽  
Vol 4 (2) ◽  
pp. 115-136 ◽  
Author(s):  
Clare Britt ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lived Experience ◽  
Primary Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Childhood Education ◽  
The Difference

This article presents findings from a study undertaken by a pre-service early childhood teacher, that investigated the experiences of four beginning early childhood qualified teachers in primary school settings. The study explored the metaphors that these teachers used when describing their lived experience stories and analysed what these metaphors indicated about the discourses the teachers perceived were available to them, and where they had chosen to situate themselves within these discourses. Throughout the article, the metaphor of ‘border crossings' is used to highlight the focus within much of the literature on the difference and separation between early childhood and primary education. Data were generated through in-depth, open-ended interviews, a group discussion, visual representations and written material. The thematic recurrences and discursive positionings within the metaphors and narratives of the participants were deconstructed and critically analysed using a framework of feminist post-structuralism. In particular, this article explores the discursive positionings related to the teachers' movement within the borderland of early childhood education and primary education. It argues that early childhood teachers in primary schools are operating within an exciting space — an intersection between early childhood education and primary education. Rather than focusing on the difference and separation between these points, the focus shifts to working toward creating points of overlap, of connection — a shared borderland between early childhood education and primary education.

The Monster in the Room: Safety, Pleasure and Early Childhood Education

2003 ◽  
Vol 4 (3) ◽  
pp. 235-250 ◽  
Author(s):  
Alison Jones
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Focus Group ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Childhood Education ◽  
Group Data ◽  
Focus Group Data

Inspired by the work of Joseph Tobin and his book, Making a Place for Pleasure in Early Childhood Education (Yale, 1997), this article is about the necessarily uneasy and tenuous place of pleasure, desire and sensuality in early childhood education at a time when the field struggles to be identified as rule-governed and properly ‘professional’. With reference to focus group data from early childhood teachers and managers in Auckland, New Zealand, it considers what might be the comforts, and the problematic effects, of the contemporary demands for safety, and asks what kinds of pleasures are available to the modern ‘safe’ professional early childhood teacher.

Problematising early childhood teacher registration as a mechanism to improve quality early childhood education and care

2020 ◽  
pp. 146394911989602
Author(s):  
Marianne Fenech ◽  
Samantha King
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Teacher Professionalism ◽  
Small Scale ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
National Review ◽  
Education And Care

Regulatory drivers of teacher quality and teacher professionalism are increasingly being utilised in Australia and internationally to improve children’s outcomes. In the context of a recent national review on teacher registration, this article reports on findings from a small-scale study that investigated three early childhood teachers’ perceptions of teacher registration in New South Wales, Australia. The participants rejected discursive truths about the need for and benefits of teacher registration, associating this relatively new mechanism of teacher accountability as a threat to teachers’ professional practice and job satisfaction, and to centres’ provision of quality early childhood education. The findings problematise a discourse of teacher professionalism made enticing by a vow to bring early childhood teachers in from the margins of the educator sector.

scholarly journals Proposed Strategies for the Effective Implementation of Early Childhood Education Programme in Punjab

2019 ◽  
Vol IV (I) ◽  
pp. 77-86
Author(s):  
Masroor Ahmad ◽  
Haroona Jatoi ◽  
Saqib Riaz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Programme ◽  
Educational Institutions ◽  
School Council ◽  
Government Schools ◽  
Childhood Education ◽  
Effective Implementation ◽  
Professional Degree ◽  
The Government

The present study aimed to propose strategies for the effective implementation of Early Childhood Education Programme in government schools in Punjab. A sample of 300 heads of educational institutions was taken from the 36 districts of Punjab to evaluate this programme. A questionnaire was used to collect the opinion of the heads of educational institutions. The findings of the study show that physical facilities were provided by the government for the implementation of ECE programme in only 1000 schools in Punjab. The curriculum developed by the Federal Government is used for the development of the students. The heads of educational institutions and ECE teachers were provided training for effective implementation. The school council members/parents required to involve for the effective implementation of the ECE programme. The appointment of teachers on merits basis, having professional degree in Early Childhood Education is also required to make the ECE programme more effective and successful.

scholarly journals Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

2018 ◽  
Vol 19 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Anna Rigmor Moxnes ◽  
Jayne Osgood
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Professional Practice ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Childhood Education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.

scholarly journals Development of Independent Basic Training Model Based on Early Childhood Teacher Competency in Kubu Raya Regency

2018 ◽  
Vol 3 (2) ◽  
pp. 309
Author(s):  
Muhammad Yusuf ◽  
M. Syukri ◽  
Wahyudi Wahyudi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Early Childhood Teachers ◽  
Training Model ◽  
National Standards ◽  
Early Childhood Teacher ◽  
Basic Training ◽  
Childhood Education ◽  
Model Based

<p>In carrying out its duties and functions, early childhood teachers must meet the qualifications and competencies required in accordance with PERMENDIKBUD no. 137 of 2014 on the National Standards of Early Childhood Education. But in fact of early childhood teachers have varying variations in qualification and competence. Still found educators who are elementary education, but so many educators who have secondary education (high school or vocational school) and very few who have diploma and graduate education, although not relevant/appropriate with the field of education of early childhood. It is necessary to design a basic level tiered training that can be used by the organizers that are effective and efficient to overcome these problems. The purpose of this study is to develop the basic training model based on the competence of early childhood teachers in Kubu Raya. This study includes a type of research development with reference to the opinion of Borg &amp; Gall. Products developed based on preliminary research are basic competency-based training and training. The test subject in this research is subject of expert, that is expert in the field of Early Childhood Education training, as well as subject of the basic training participants as potential users of the product. The determination of participant subjects for operational field test amounted to 19 teachers of Kubu Raya. Data collection techniques were conducted by questionnaire. The questionnaire is used to assess the training design that is developed in terms of needs analysis, the preparation of training programs, recruitment of participants, preparing training plans, trainers, training facilities, training schedules and administration. Data were analyzed descriptively, quantitatively and qualitatively. The results showed that, on field trial of basic education model based on the competence of early childhood teachers in Kubu Raya included in the effective category. The result of calculation of posttest result distribution shows the dominant calculation is effective as many as 10 people or 53%. Thus, the basic training model based on the competence of the development result is feasible to be used by the basic training provider for teachers.</p>

Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services

2020 ◽  
Vol 45 (3) ◽  
pp. 215-227
Author(s):  
Wendy Boyd ◽  
Sandie Wong ◽  
Marianne Fenech ◽  
Linda Mahony ◽  
Jane Warren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Outcomes ◽  
Early Childhood Teachers ◽  
Value Added ◽  
Early Years ◽  
Early Childhood Teacher ◽  
Childhood Education ◽  
National Quality ◽  
Education And Care

With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.

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