Book ReviewsHow to be an Outstanding Early Years Practitioner Louise Burnham ISBN 9781472934406 £14.99. Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil Henty The Sociology of Children, Childhood and Generation Madeleine Leonard Review by Neil Henty ISBN 9781446259245 £24.99. Paperback Publisher SAGE Publications Orders Tel: 020 73248500; www.sagepublications.com Child Development for Early Years Students and Practitioners Sally Newman ISBN 9781473944572 £19.99. Paperback Publisher Learning Matters/SAGE Publications Orders Tel: 020 73248500; www.sagepublications.com Review by Neil Henty The Adventures of Beekle by Dan Santat [£6.99 from Andersen Press; ISBN: 9781783443857]. How to Hide a Lion at School by Helen Stephens [£6.99 from Alison Green Books; ISBN: 9781407166315]. Bob and the River of Time by James Garner [£9.99 from Crown House Publishing; ISBN: 978178583126]. The Truth According to Arthur by Tim Hopgood and David Tazzyman [£6.99 from Bloomsbury; ISBN: 9781408864999]. Troll Stinks by Jeanne Willis and Tony Ross [£11.99 from Andersen Press; ISBN: 9781783444434]. 50 Fantastic Ideas for Investigations Sally and Phill Featherstone ISBN 9781472919168 £9.99. Paperback Publisher Bloomsbury Education Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil Henty Early Childhood Playgrounds: Planning an outside learning environment Prue Walsh Review by Neil Henty ISBN 9780415639279 £24.99. Paperback Publisher David Fulton Orders Tel: www.routledge.com/education; orders via 01235 400400 Communicating with Children from Birth to Four Years Debbie Chalmers ISBN 9781138917255 £19.99. Paperback Publisher David Fulton Orders www.routledge.com/education; orders via 01235 400400 Review by Neil Henty

2016 ◽  
Vol 18 (7) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Learning Environment ◽  
Early Years ◽  
Communicating With Children

scholarly journals Teacher Knowledge in Early Childhood Gender Education

2019 ◽  
Vol 13 (2) ◽  
pp. 327-340
Author(s):  
Roudlotul Islamiyah ◽  
Suparno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Teacher Knowledge ◽  
Early Years ◽  
Early Childhood Teacher ◽  
Early Child Development ◽  
Early Child ◽  
Childhood Education ◽  
Gender Education

The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance. Keywords: Early gender education, Teacher knowledge about gender education References: Adoniou, M. (2015). Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99–116. https://doi.org/10.1080/1359866X.2014.932330 Awaji M, A. K. (2016). Analysis of workrelated injuries among health care workers in armed forces hospi-tal southern region, kingdom of saudi arabia. Br J Med Med Res., 15(4). Azwar, S. (2010). Sikap Manusia: Teori dan Pengukurannya Edisi 2. Yogyakarta: Pustaka Pelajar. Chapman, R. (2016). A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435 Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416 Filipović, K. (2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086 Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325–344. https://doi.org/10.1080/03054981003732278 Frödén, S. (2019). Situated decoding of gender in a Swedish preschool practice. Ethnography and Education, 14(2), 121–135. https://doi.org/10.1080/17457823.2017.1422135 Ghozali, I. (2011). Aplikasi Analisis Mulivariante dengan Program IBM SPSS 19 Edisi 5. Semarang: Badan Penerbit Universitas Diponegoro. Huggins, V. (2014). Education 3-13 : International Journal of Primary , Elementary and Early Years Education Children at play : Learning gender in the early years. gray2011.p(November). https://doi.org/10.1080/03004279.2011.644316 La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46(4), 365–375. https://doi.org/10.1007/s10643-017-0872-8 Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693. https://doi.org/10.1080/03004430.2014.950260 Meland, A. T., & Kaltvedt, E. H. (2019). Tracking gender in kindergarten. Early Child Development and Care, 189(1), 94–103. https://doi.org/10.1080/03004430.2017.1302945 Muasya, J., & Kazungu, T. (2018). ‘The unfinished business’: Exploring teachers’ views on gender and pedagogical practices in public preschools in Nairobi county, Kenya. African Educational Research Journal, 6(1), 10–19. https://doi.org/10.30918/aerj.61.18.007 Notoatmodjo, S. (2014). Ilmu Perilaku Kesehatan. Jakarta: Rineka Cipta. Nursalam. (2014). Manajemen Keperawatan: Aplikasi Dalam Praktik Keperawatan Profesional. Jakarta: Salemba Medika. Papalia, D. E., & Duskin, R. (2015). Perkembangan Manusia. Jakarta: Salemba Humanika. Salawati, L., Herry, N., & Putra, A. (2014). Analisis Tindakan Keselamatan Dan Kesehatan Kerja Perawat Dalam Pengendalian Infeksi Nosokomial Di Ruang ICU RSUD DR. Zainoel Abidin Banda Aceh. 14(3). Solehudin, M. (2018). Peran Guru Pai Dalam Mengembangkan Kecerdasan Emosional (EQ) Dan Kecer-dasan Spiritual (SQ) Siswa Smk Komputama Majenang. Jurnal Tawadhu, 1(3). Sulastri, S., & Ahmad Tarmizi, A. T. (2017). Peran Orang Tua Dalam Pendidikan Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 61–80. https://doi.org/10.19109/ra.v1i1.1526 Suyadi. (2014). Teori pembelajaran anak usia dini, dalam kajian neourons. Bandung: PT Remaja Rosdakarya. Vanner, C. (2019). Examining gender safety in schools: Teacher agency and resistance in two primary schools in kirinyaga, kenya. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010063 Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375–386. https://doi.org/10.1080/09589236.2015.1105738 Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587–606. https://doi.org/10.1080/09540253.2016.1258457 Wu, Y. P., Wu, J. F., Chen, Y. M., Han, L., Han, P. G., Wang, P., & Gao, F. (2015). Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503 Zhukovskyi, V., & Kostiuk, O. (2015). Stages Of Gender Education In Canadian Secondary Schools. Comparative Professional Pedagogy, 5(2), 31–38. https://doi.org/10.1515/rpp-2015-0037

Learning, development and the early childhood curriculum: A critical discourse analysis of the Early Years Foundation Stage in England

2020 ◽  
Vol 18 (3) ◽  
pp. 321-336
Author(s):  
Elizabeth Wood
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Child Development ◽  
School Readiness ◽  
Critical Discourse Analysis ◽  
Early Years ◽  
Critical Discourse ◽  
Performance Criteria ◽  
Policy Framework ◽  
Learning And Development

This article focuses on the national policy framework for early childhood education (birth to 5 years) in England – the Early Years Foundation Stage, specifically the use of child development theories as the underpinning knowledge base for practice. The aim is to understand what constructions of learning and development are foregrounded in policy, and their implications for curriculum, pedagogy and assessment. Critical Discourse Analysis methods are used to expose learning and development as messy constructs, and to propose three arguments. First, the evidence base for the Early Years Foundation Stage relies on selective appropriation of child development theories, and findings from government-funded research. These sustain normative discourses, reflecting a Piagetian ontology of ‘development leads learning’, through which children become ‘knowable’ and ‘measurable’. Second, the Early Years Foundation Stage shifts from developmental processes to learning outcomes as the basis for constructing curriculum, assessment of children’s outcomes and school readiness. Third, the Early Years Foundation Stage constitutes a discursive regime, which influences how practitioners must fulfil performance criteria that serve multiple purposes of assessing outcomes, evaluating standards and defining ‘quality’. From a critical perspective, this analysis questions the efficacy of the Early Years Foundation Stage in addressing the problems of equity and inclusion in diverse societies. The Early Years Foundation Stage exemplifies the policy technologies that can be discerned in international contexts, through which specific forms of curriculum coherence and control are produced. An alternative ‘learning leading development’ onto-epistemology is proposed, which offers potential for challenging the (il)logic of the Early Years Foundation Stage.

eye brings you another batch of the latest products and books on offerOutstanding Early Years Provision in practice: How to transform your setting into an exceptional learning environment using simple ideas by Nicola Scade (ISBN: 9781909280595). £19.99. Paperback. Published by Practical Pre-School Books. Tel: 01722 716935; www.practicalpreschoolbooks.com; [email protected] Martine HorvathThe Early Childhood Curriculum: Inquiry Learning Through Integration by Suzanne L Krogh and Pamela Morehouse (ISBN: 9780415828222). £55.99. Paperback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Martine HorvathThe Feeling Child by Maria Robinson (ISBN: 9781446267431). £22.99. Paperback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Martine HorvathPicture books Martine Horvath100 Ideas for Early Years Practitioners: School readiness by Clare Ford (ISBN: 9781472903846). £12.99. Paperback. Published by Bloomsbury Education. www.bloomsbury.com Martine HorvathPlaying Outside: Activities, ideas and inspiration for the early years (2nd Ed) by Helen Bilton (ISBN: 9780415604802). £21.99 each. Paperback. Published by David Fulton. www.routledge.com/education; orders via 01235 400400; [email protected] Martine HorvathReflective Practice for Teachers by Maura Sellers (ISBN: 978446267400). £22.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Martine HorvathAssessment and Documentation in Early Childhood Education by Maarit Alasuutari, Ann-Marie Markstrom, Ann-Christine Vallberg-Roth (ISBN: 9780415661263). £27.99. Paperback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Martine HorvathInternational Perspectives in the Early Years edited by Linda Miller and Claire Cameron (ISBN: 9781446255377). £23.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Martine Horvath

2014 ◽  
Vol 16 (1) ◽  
pp. 47-49
Author(s):  
Martine Horvath
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Environment ◽  
School Readiness ◽  
Inquiry Learning ◽  
Early Years ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Curriculum Inquiry ◽  
School Books

scholarly journals Posthumanisme /nymaterialisme og nomadisme - affektive brytninger av barnehagens observasjonspraksiser

2015 ◽  
Vol 11 ◽  
Author(s):  
Ann Merete Otterstad ◽  
Brit Nordbrønd
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Early Years ◽  
Research Project ◽  
Mapping Tool ◽  
Specific Interests

This article challenges observation as a method in early childhood, justified as a mapping tool for creating knowledge about children. Observation as data material is about writing down already known categorisation about children and their development. Categories and categorisation make a foundation for correspondence and coherence   - connections that might create generalising knowledge about children in early years. The article is about a research project conducted in a child-centre over a two-year period. We had an on-going conversation with the personnel around theories about ‘child development’. In the article we experiment with observation based on posthuman/newmaterial theories. Our specific interests are to explore the complexities around observation by asking; why observations, what do we expect through observation, and what might observation as datamaterial be/become? We are inspired by the Norwegian film “Kitchen Stories” (Salmer fra Kjøkkenet, Hamer, 2003) both as affect/provocation and desire (Koro-Ljungberg & MacLure, 2013). We search for affective bending and messiness (Lather, 2007; Law, 2004) to disturb and challenge observation as dominating paradigm in the field of early years, to break some patterns around the positioning of data material. Artikkelen utfordrer observasjon i barnehagen ut fra at metoden brukes som verktøy for å kartlegge og danne grunnlaget for utvikling av kunnskap om barn.  Observasjon som datamateriale innebærer iakttagelser og nedtegnelser av allerede gitte kategoriseringer om barn og barns utvikling.  Kategorier og kategorisering legger grunnlag for mønster som har i seg ideer om korrespondanse og koherens – sammenhenger som kan bidra til generaliserende kunnskap om barna i barnehagen. Omrisset av artikkelen dreies rundt et forskningsarbeid gjort i en barnehage over en toårs-periode, der vi sammen med de ansatte diskuterer teorier om barn og barns ’utvikling’. Vi bruker posthumane/ny-materielle teorier for å eksperimentere med observasjon som metode. Vi er inspirert av den norske filmen ’Salmer fra kjøkkenet’ (Hamer, 2003), både som affekt/provokasjon (Koro-Ljungberg & MacLure, 2013) og som mulighet til å eksperimentere med hva observasjon som datamateriale kan være. Vi søker i artikkelen å benytte affektive brytninger og messyness (Lather, 2007; Law, 2004) for å prøve ut hvordan filmen sammen med teoretisk tenkning kan virke som drivkraft med og i et forskningsprosjekt.

scholarly journals He Piki Raukura: Understanding Strengths-based Māori child development constructs in Kaupapa Māori early years provision

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Aroaro Tamati ◽  
◽  
Mihi Ratima ◽  
Erana Hond-Flavell ◽  
Will Edwards ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Child Development ◽  
Child Behaviour ◽  
Early Years ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori ◽  
Depth Interviews ◽  
Community Commitment

The importance of early childhood education programmes has been widely established by researchers, but there has been little research on the outcomes of early childhood Kaupapa Māori educational initiatives in Aotearoa New Zealand. The aim of the research project reported here, He Piki Raukura, was to define Māori child behaviour constructs that may underlie positive Māori child development. We conducted in-depth interviews with two experts and 21 whānau participating in a Kaupapa Māori early years programme in Taranaki. Five themes were identified: local Māori identity; building whānau/ community; commitment to a shared kaupapa; clear and consistent processes; and dealing with issues positively. Through wānanga, four Māori child behaviour constructs were defined: tuakiri (secure local Māori identity); whānauranga (acting as a member of whānau); manawaroa (persisting despite difficulty); and piripono (integrity, commitment and responsibility for a shared kaupapa). These constructs provide novel ways of understanding child development that can be applied to explore how Kaupapa Māori early years initiatives might impact on development.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia

2021 ◽  
pp. 183693912110185
Author(s):  
Caroline Cohrssen
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Quality Standard ◽  
Early Years ◽  
National Guidelines ◽  
Form And Function ◽  
Learning Framework ◽  
National Quality ◽  
Planning Cycle ◽  
Standard Quality

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

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