Exploring early childhood educators’ experiences of teaching young children with disability

2020 ◽  
Vol 45 (3) ◽  
pp. 280-291
Author(s):  
Leanne Munchan ◽  
Joseph Agbenyega
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Professional Learning ◽  
Early Childhood Educators ◽  
Small Scale ◽  
Policy Makers ◽  
Diversity And Inclusion ◽  
Children With Disability ◽  
Academic Researchers ◽  
The Everyday

This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.

scholarly journals Did that Professional Education about Mental Health Promotion Make Any Difference? Early Childhood Educators’ Reflections upon Changes in Their Knowledge and Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Helen Askell-Williams ◽  
Rosalind Murray-Harvey
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Professional Learning ◽  
Professional Education ◽  
Mental Health Promotion ◽  
Policy Makers ◽  
Education And Care ◽  
Health Promotion Initiative ◽  
The Impact

Educators are at the heart of educational reforms, such as the introduction of mental health promotion initiatives into early childhood education and care (ECEC) settings. Good quality implementation of reforms requires educators to engage in high quality professional learning: If educators have not had opportunities to gain appropriate knowledge and expertise, new initiatives may be poorly implemented and may consequently achieve limited outcomes. This article reports ECEC educators’ perspectives about the impact on their knowledge and practices of the professional education component of the KidsMatter mental health promotion initiative. Educators from 111 ECEC services across Australia contributed a range of types of data, including questionnaires about their knowledge and self-efficacy, feedback about each professional education session, and photo stories about their changed professional practices. Participants indicated that their professional learning led to changed practices in areas such as interpreting children's behaviours, interacting with children, approaching parents, and collaborating with colleagues. Participants’ photo stories illustrate how professional education that focuses on content, active learning, coherence, and collaboration can positively influence knowledge and practices. However, if such gains are to last beyond relatively highly resourced start-up phases of initiatives, professional education needs to integrate with, and draw from, the ongoing availability of other professionals such as guidance and counselling staff, who have complementary knowledge and expertise; be recognised and embedded as a core component of ECEC educators’ roles and their workplace practices; and be culturally and contextually situated. Staff accounts of the impact of their professional learning on their practices can highlight to policy-makers the practical outcomes of strong investments in professional education. Awareness by other professions of the affordances and constraints faced by ECEC educators may contribute to interdisciplinary synergies among the range of professions involved in mental health promotion in educational settings.

scholarly journals Blogging In A Virtual Learning Community: How Does It Support Continuous Professional Learning For Ontario Registered Early Childhood Educators?

2021 ◽  
Author(s):  
Shannon Sveda
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning ◽  
Research Study ◽  
Professional Community ◽  
Virtual Learning ◽  
Early Childhood Educators ◽  
Virtual Learning Community ◽  
Potential Barriers ◽  
It Support

This research study examined the use of blogging as a medium for professional learning for registered early childhood educators (RECEs) in Ontario. Although educators are more frequently turning to blogs, social media, and virtual learning communities for their professional learning, there is a limited amount of previous research which has examined the use and efficacy of these mediums for that purpose. Using grounded theory, and guided by a social constructivist framework, I gathered data from blog posts and comments written by a small group of RECEs practicing in Ontario, and conducted interviews at two intervals to gather their perceptions of the blogging experience. While further study is needed to address potential barriers which may hinder RECEs from using blogging, I found that there were benefits in the use of blogging as a medium for reflection, building a professional community, and professional learning.

scholarly journals Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education

2021 ◽  
Author(s):  
Evelina Siwik
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Early Childhood Educators ◽  
The Body ◽  
Social Model ◽  
Future Research ◽  
Support Needs ◽  
Social Model Of Disability ◽  
Ongoing Training ◽  
Training And Support

Inclusion literature is multifaceted; demonstrated by variation in meaning and interpretation of the concept. Within the body of literature on inclusion, educators' perceive training and support needs as key barriers to practicing inclusive education. The current study explores the perceptions of twenty early childhood educators across Toronto, Ontario about their own training and support needs for enacting inclusive education. A qualitative interview method, and triangulation with two questionnaires were used to collect data. The social model of disability was the theoretical framework that guided the research project. Major themes came from the topics identified in the literature and elicited through interview questions. Several subthemes also emerged during data analysis. Results of the thematic analysis suggest that opportunities for ongoing training and more access to resources are sought by educators and might increase confidence in their ability to include children with disabilities in their programs. Recommendations for future research and practice are discussed.

scholarly journals L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?

2019 ◽  
Vol 22 (2) ◽  
pp. 64-87
Author(s):  
Callie Mady
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning Community ◽  
Language Learners ◽  
Professional Learning ◽  
Language Use ◽  
Early Childhood Educators ◽  
French Language ◽  
Classroom Observations ◽  
Language School

This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.

scholarly journals Blogging In A Virtual Learning Community: How Does It Support Continuous Professional Learning For Ontario Registered Early Childhood Educators?

2021 ◽  
Author(s):  
Shannon Sveda
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning ◽  
Research Study ◽  
Professional Community ◽  
Virtual Learning ◽  
Early Childhood Educators ◽  
Virtual Learning Community ◽  
Potential Barriers ◽  
It Support

This research study examined the use of blogging as a medium for professional learning for registered early childhood educators (RECEs) in Ontario. Although educators are more frequently turning to blogs, social media, and virtual learning communities for their professional learning, there is a limited amount of previous research which has examined the use and efficacy of these mediums for that purpose. Using grounded theory, and guided by a social constructivist framework, I gathered data from blog posts and comments written by a small group of RECEs practicing in Ontario, and conducted interviews at two intervals to gather their perceptions of the blogging experience. While further study is needed to address potential barriers which may hinder RECEs from using blogging, I found that there were benefits in the use of blogging as a medium for reflection, building a professional community, and professional learning.

Understanding educator attitudes towards and perceptions of mathematics in early childhood

2021 ◽  
pp. 1476718X2110527
Author(s):  
Kelly Johnston ◽  
Rebecca Bull
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Online Survey ◽  
Mathematical Thinking ◽  
Strong Predictor ◽  
Early Childhood Educators ◽  
Future Research ◽  
Research Projects ◽  
Educator Attitudes ◽  
Effective Form

The first 3 years of life are identified as a period where children are primed for mathematical thinking, and a time where significant and critical development occurs. Additionally, mathematical ability in the years before children start school serves as a strong predictor of later achievement. However, many early childhood educators do not recognise the relevance of focussing on numeracy with very young children, and there remains a paucity of research on mathematical thinking and learning with infant and toddler aged children. This study sought to investigate early childhood educators’ perspectives on mathematics for children birth to 5 years of age. Educators were invited to complete an online survey and a mixed methods approach was used to interpret the responses. The findings revealed that even though mathematics was seen as relevant and important across the birth to five age range, these values were not significantly reflected in educator’s preferred or espoused teaching practices. The study also identified a range of factors that positively and negatively influenced educator self-efficacy and dispositions towards mathematics across their lifespans. Practitioner led research projects are suggested as an effective form of professional learning to incorporate into future research projects.

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