“Caballito blanco, ¡vuelve pa’ tu pueblo!”: Troubling and reclaiming the historical foundations of Chilean early childhood education

2017 ◽  
Vol 7 (2) ◽  
pp. 159-178 ◽  
Author(s):  
Ximena Galdames Castillo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Curriculum And Pedagogy ◽  
Childhood Education ◽  
Education And Care ◽  
History Of ◽  
Global North ◽  
The Relationship ◽  
Over Time ◽  
Education Field

In accordance with the white patriarchal foundations of the early childhood education field of the global north, Chile’s early childhood education has a colonial and androcentric origin which has been left unquestioned. Reviews of Chilean early childhood education omit/ignore other socio-political agendas, such as class, gender, and ethnicity that still shape the current landscape. This article reconstructs the foundations of Chilean early childhood education through a reconceptualized mestiza history of the present. This approach challenges the neutrality of Chilean early childhood education and seeks to reclaim it by examining the underpinning regimes of truth that re-colonize children and women moving within and inhabiting the field. Analyses show how two main strands shape(d) early childhood education and care: social (and currently, multiagency) policies, and curriculum and pedagogy. The relationship between these strands has been recursive and contradictory and overlapping over time. However, their mixture creates an illusion of literal transposition as a syncretic effect, which under close examination exposes its fault lines.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

Early Childhood

2012 ◽  
Author(s):  
Glenda MacNaughton
Keyword(s):  
Early Childhood ◽  
Contemporary Debate ◽  
Childhood Education ◽  
The World ◽  
Education And Care ◽  
History Of ◽  
Informal Settings ◽  
Early Childhood Institutions ◽  
Different Parts ◽  
Over Time

Early childhood is the period of childhood between birth and eight years of age. While the provision of targeted educational and care programs to meet the specific and particular needs of children in their early childhood years has a long history in many countries, there is considerable contemporary debate about what the nature of those programs should be and how they are best funded and evaluated. In this bibliography there is a brief overview of the history of early childhood education and care internationally, pointing to the differences in philosophies and practices that have grown over time in different parts of the world. However, the prime focus is on contemporary influences and debates in policies and their intents, and curriculum philosophies and practices in the provision of education and care for children in their early childhood years. With increasing investment in such education and care, there is increasing debate in several disciplines about how best to conceptualize and build practices that address children’s developing capacities at this age, to ensure that their rights are acknowledged and enacted, and to take account of issues of equity and fairness that shape the lives of young children. These concerns are linked with an increasing interest in the relationships between parents and early childhood institutions and spaces, how early childhood institutions and informal settings connect with the formal years of schooling, and how specific policies that address the needs and capacities of children in their early childhood years are produced that are relevant in diverse contexts, especially in non-Western contexts.

scholarly journals Early childhood education in Vietnam, history, and development

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Thao Thi Vu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Main Concern ◽  
Full Potential ◽  
Curriculum And Pedagogy ◽  
Childhood Education ◽  
Before And After ◽  
Child Centered ◽  
History Of ◽  
French Colonial

AbstractVietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore, there was no formal educational system and curriculum for preschool children at this time. After 1945, with the great transformation of history, Vietnamese education has changed dramatically so that from 1945 to 1975 it was a period of political, social and educational separation. The historical events affect the education system and early childhood education in Vietnam. Consequently, the history of ECE in Vietnam is separated into two main phases, before and after 1975. Through the ups and downs of history, Vietnam has successfully built the ECE system. Over seven decades of development, ECE in Vietnam has made remarkable changes. The change comes not only from the expansion of the number of educational institutions, but also from the curriculum and pedagogy that are considered as the most important changes. Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners to reach their full potential.

A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s

2017 ◽  
Vol 41 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Michelle Salazar Pérez ◽  
Cinthya M. Saavedra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
White Male ◽  
Global South ◽  
Children Of Color ◽  
Childhood Education ◽  
Communities Of Color ◽  
Education And Care ◽  
Global North ◽  
Chicana Feminisms

In this chapter, we call for onto-epistemological diversity in the field of early childhood education and care (ECEC). Specifically, we discuss the need to center the brilliance of children and communities of color, which we argue, can be facilitated by foregrounding global south perspectives, such as Black and Chicana feminisms. Mainstream perspectives in ECEC, however, have been dominantly constructed from global north perspectives, producing a normalized White, male, middle-class, heterosexual version of childhood, where minoritized children are viewed as deficit. Although there have been important challenges to the discourse of a normalized, deficit child, we argue much of this work has remained grounded in global north positionings, which separate theory from the lived realities of children of color. As such, we introduce Black and Chicana feminisms as global south visions to transform approaches to research and pedagogy in ECEC and, in turn, disrupt inequities.

scholarly journals “I love my work but...” The Professionalization of Early Childhood Education

2015 ◽  
Author(s):  
Margaret Boyd
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Professional Status ◽  
Childhood Education ◽  
Early Education And Care ◽  
Professional Development Training ◽  
Education And Care ◽  
The Relationship

There are two separate but related issues that have challenged advocates, researchers and practitioners in the field of early education and care work for decades : improving the quality of children’s programs and increasing the wages and benefits of the workers. The solution has been framed as a need for professionalizing the workforce – professional development training, higher education and enhanced skills. While seeking professional status is expected to improve the quality of childcare programs and worker compensation, the relationship between quality, compensation and professional development training has not been fully explored. Through in - depth interviews with 32 early childhood educators I explored the relationship between educational qualifications and experience , with teacher pay and condition s of employment. Although the majority saw their work as “valuable and meaningful” they did not intend to remain in early childhood education. They experienced poverty wages, few benefits, high work related expenses and job insecurity. Their narratives highlight a crisis in early childhood education that requires radical change within the profession of early education . To retain the most qualified and motivated early childhood educators , pay and working conditions must be improved. Obtaining professional status and credentials for early education and care workers is not enough . Substantial increases in wages and benefits must be central to this movement; anything less suggests exploitation not professionalization.

Examining discursive formations in early childhood media research: A genealogical analysis

2018 ◽  
Vol 8 (3) ◽  
pp. 225-237 ◽  
Author(s):  
Allison Sterling Henward
Keyword(s):  
Social Sciences ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Applied Field ◽  
Intimate Relationship ◽  
Childhood Education ◽  
Intellectual Traditions ◽  
Education And Care ◽  
Media Research ◽  
The Relationship

The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have shaped contemporary understandings and debates in the field. With attention to Foucault’s concepts of power/knowledge couplet, and discursive archives, my focus in on how these axiomatic “myths” have assembled as “regimes of truth.” I thus argue for the need for the field of Early Childhood Education and Care to engage in and consider more contextualized, nuanced, and empirically oriented studies of young children and their engagement with consumer culture.

scholarly journals Insieme a distanza. Alleanze educative tra servizi per l’infanzia e famiglie durante il lockdown

2021 ◽  
Vol 18 (1) ◽  
pp. 153-170
Author(s):  
Maja Antonietti ◽  
Monica Guerra ◽  
Elena Luciano
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Nursery School ◽  
Early Years ◽  
Childhood Education ◽  
School Settings ◽  
Inclusive Approach ◽  
Education And Care ◽  
The Relationship

The relationship with families is a crucial topic in educational services for children aged 0-6 years. The participatory and inclusive approach that has traditionally characterized Italian early childhood education and care has come under serious pressure during the Covid-19 pandemic: the ongoing health, social, political, and economic emergency has radically modified timeframes, spaces, an modes of communicating and relating, both in early years/nursery school settings and more generally. This paper examines the relationship between early childhood education services and families, by reporting and analyzing data from an exploratory study on distance education in services for children aged 0-6 years, during the spring 2020 lockdown in Italy. Specifically, a questionnaire was used to collect the views of a sample of educators, teachers, and coordinators concerning the practices that had been implemented in support of the remote educational relationship (in Italian, “Legami Educativi A Distanza – LEAD” programme). Among the various themes investigated, the focus here is on problematizing the ways in which families’ participation changed during the distance education phase.

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