A phenomenological approach to the concept of ‘Mom’ in early childhood education, focusing on Merleau-Ponty’s phenomenology of perception

Countries around the world have increased their focus on high quality early childhood programing. Recognizing the importance of parental and community engagement as a lever for improving child development and learning outcomes, and as a means of addressing social justice challenges, the Organization for Economic Cooperation and Development (OECD) (2018) has emphasized the need for more research on the complex dynamics between structure, process, learning, and development. Such research should consider the impacts of the dominant neo-managerial paradigm and its overemphasis on clearly defined linear cause and effect pathways between structure and student learning, which underrepresents the reciprocal role that parents, the community and the students themselves play in shaping the learning setting (Myran & Sutherland, 2019a). Students’ and families’ senses of belonging to the community of knowers have major implications for their motivation, sense of ownership and buy-in (Davis, 2006; Goodenow & Grady, 1993). This study explored the lived experiences of parents/guardians of young children with the leadership of their children’s early childhood education program and how these individual and social interactions shaped parents’ epistemic agency, and their access to rhetorical spaces that recognized them as credible knowers. Utilizing a phenomenological approach, we conducted in-depth interviews with 20 parents whose children attended publicly funded pre-school programs. Findings revealed limited communication with leadership and difficulty developing positive relationships. Moreover, these challenges limited their access to rhetorical spaces to be heard and recognized as credible knowers. This study offers one small window into the OECD’s (2018) call for more research on the dynamics between structure, process, learning and development, and the importance of the quality of parental and community engagement as a lever for enhancing healthy child development and learning, and as a means of more effectively addressing ongoing social justice challenges.

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Ideologi Gender dalam Konstruksi Kurikulum Program Studi di Universitas Negeri Semarang

Teknodika ◽

10.20961/teknodika.v17i1.35068 ◽

2019 ◽

Vol 17 (1) ◽

pp. 1

Author(s):

Yanuari Dwi Puspitarini ◽

Yuli Utanto

Keyword(s):

Qualitative Research ◽

Teacher Education ◽

Early Childhood ◽

Early Childhood Education ◽

Gender Ideology ◽

Phenomenological Approach ◽

Study Program ◽

Childhood Education ◽

Interview Technique ◽

Curriculum Construction

The purpose of this study is to find out how far the gender ideology influence students in choosing courses and how the curriculum construction which is developed by Early Childhood Education and Physical, Sports and Recreation teacher program. This research is a qualitative research with phenomenological approach. This research was conducted at the teacher education of three programs (early childhood education, physical, sports and recreation program) in Universitas Negeri Semarang. The subjects of this research are the students and the lecturers of each study program. The technique of data collection in this research used an interview technique. The results of this research are gender ideology did not directly affect the students in choosing a specific study program, but it begins from the parenting system that is applied by the parents. The structure of curriculum in each study program is arranged in appropriate with the demands in the employment industry

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An Exploration of Preschool Teachers’ Perceptions of Physical Activity Integration in a Whole Child Pilot Curriculum

10.21926/rpn.2201001 ◽

2021 ◽

Vol 2 (1) ◽

pp. 1-1

Author(s):

Alicia Stapp ◽

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Madalyn Falkenheiner ◽

Kenya Wolff ◽

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...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Vigorous Physical Activity ◽

Phenomenological Approach ◽

Early Childhood Classroom ◽

Critical Determinant ◽

Teachers Perceptions ◽

Childhood Education

It is recommended that children ages 3-5 receive 180 minutes of physical activity a day, with at least 60 minutes of moderate-to-vigorous physical activity. Despite these recommendations, a majority of preschoolers are not provided opportunities in the early childhood education setting to meet these daily recommendations through either structured or unstructured physical activity. Accordingly, the number of young children identified as overweight or obese over the past couple of decades has increased. Critical to addressing this epidemic is the role of physical activity in the early childhood classroom and its capacity to increase healthy development and lifelong habits for young children. Participants in this study consisted of 23 Pre-K 4 teachers from 5 different preschools across North Mississippi. A phenomenological approach was utilized to determine if the barriers to physical activity implementation in early childhood education classrooms were effectively addressed through the Growing Healthy Minds, Bodies, and Communities curriculum. This was completed by garnering teachers' perceptions of the curriculum through pre- and post-focus groups. Three themes emerged from the data regarding teachers’ perceptions of the Growing Healthy Minds, Bodies, and Communities physical activity curriclum. Those themes are as follows: (a) teacher and student benefits of and engagement with physical activity in early childhood education; (b) shifting the mindset from “fitting it all in” to “making it work with modifications”; and (c) linking it to literacy. The opportunity for young children to participate in physical activity is a critical determinant of their overall health and development. While there has been an overall decrease in opportunities for preschool children to participate in both unstructured and structured physical activity, it is crucial to view physical activity as an essential and integrated component of the curriculum. When viewed through this lens, it provides a foundation that promotes lifelong healthy habits and development of children who become happy, healthy, and productive citizens in society.

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Early childhood education in the current eraa phenomenological approach to settling urgent problems

Korean Journal of Early Childhood Education ◽

10.18023/kjece.2010.30.1.001 ◽

2010 ◽

Vol 30 (1) ◽

pp. 5-37

Author(s):

장혜순

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Phenomenological Approach ◽

Childhood Education

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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