The mediating effect of caring behavior on the relationship between social-emotional competence and adjustment at early childhood education institute in young children

2018 ◽  
Vol 38 (4) ◽  
pp. 109-139
Author(s):  
Choi, Yoon-Ji ◽  
Injeon Park
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Emotional Competence ◽  
Mediating Effect ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Childhood Education ◽  
Caring Behavior ◽  
The Relationship

Risk literacy: Concepts and pedagogical implications for early childhood education

2017 ◽  
Vol 18 (3) ◽  
pp. 322-332 ◽  
Author(s):  
Zoi Nikiforidou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Point Of View ◽  
Policy And Practice ◽  
Childhood Education ◽  
Risk Literacy ◽  
Risk Culture ◽  
The Relationship ◽  
Evolutionary Point

Taking risks and enjoying challenges are fundamental to the lives of young children from a developmental and evolutionary point of view. However, in modern societies, increasing concern about dangers and injuries has led to the escalation in regulation and provisions for the safety of young children. This intent to establish secure and risk-free environments for young children reaches, in some cases, the other end of the spectrum – that of overprotection, constraining children’s drive to explore, dare and experiment. This article explores the relationship between children and risk by focusing on the processes of thinking and acting, drawing on positive and negative discourses around risk. The article proposes that more interest should be directed towards enabling children’s own knowledge and understanding of risk, through early childhood education and risk literacy. The use of graphical representations, children’s probabilistic and possibility thinking, the risk culture of the classroom and a cross-curricular approach are pedagogical implications that could inform policy and practice in early childhood education aiming at present and future agents who are risk literate.

scholarly journals Private early childhood education and the democratic imagination: Projects, and paradoxes

2017 ◽  
Vol 23 (49) ◽  
pp. 311-337
Author(s):  
Letícia Veloso
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Educational Practice ◽  
Childhood Education ◽  
Democratic Pedagogy ◽  
Everyday Practices ◽  
The Right ◽  
A Site ◽  
The Relationship

Abstract: Based on ethnographic research in one private elite preschool in Rio de Janeiro in 2002 that sought to imprint citizenship notions on young children, this article discusses the relationship between educational practice, early childhood education, and the meanings, possibilities, and limitations of a critical and democratic pedagogy. I begin with a description of the school and its discourses of citizenship education. Next, I showhow the everyday practices through which children learned to become citizens through the production of a “citizenship habitus” focused on the importance of politics and on being a responsible citizen. I then discuss the paradoxes of this project, given that it was a private and elitist school; despite its egalitarian intentions, the school also served as a site for class reproduction. Still, I also suggest that, when young children cease to at least take inequality for granted, a small step is taken in the right direction.

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.

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