scholarly journals Child Education in the Pedagogy Course: Lessons from the Internship

2017 ◽  
Vol 20 (2) ◽  
pp. 357
Author(s):  
Ivone Garcia Barbosa ◽  
Nancy Nonato de Lima Alves ◽  
Telma Aparecida Teles Martins Silveira
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Early Years ◽  
Public Institution ◽  
The Political ◽  
Childhood Education ◽  
Child Education

Abstract: this article presents research results comparing Federal Public Institution of Higher Education. The place of Early Childhood Education and the role of the internship in the Pedagogy course. Based on the socio-historical-dialectic perspective, we analyzed the Political-Pedagogical Project of the Course and the Supervised Internship Project in Early Childhood Education and Early Years of Primary Education, considering the possibilities of the internship in the constitution of dialogues between the formative ideology and the realization of the educational praxis in its specificities. The results show that Pedagogy courses still subordinate the pedagogical proposals and practices of Early Childhood Education to Primary School models. A Educação Infantil no curso de Pedagogia: lições do estágio Resumo: este artigo apresenta resultados de pesquisas cotejando Instituição de Ensino Superior pública federal. Problematiza-se o lugar da Educação Infantil e o papel do estágio no curso de Pedagogia. Com base na perspectiva sócio-histórico-dialética, analisamos o Projeto Político-Pedagógico do Curso e o Projeto de Estágio Supervisionado na Educação Infantil e Anos Iniciais do Ensino Fundamental, considerando as possibilidades do estágio na constituição de diálogos entre o ideário formativo e a realização da práxis educativa em suas especificidades. Os resultados evidenciam que os cursos de Pedagogia ainda subordinam as propostas e práticas pedagógicas da Educação Infantil a modelos do Ensino Fundamental.

scholarly journals KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]

2015 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Good Practice ◽  
Scientific Conference ◽  
Educational Activities ◽  
Childhood Education ◽  
Perfect Form ◽  
Child Education ◽  
The Impact

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

Play and Learning in Early Childhood Education

2018 ◽  
pp. 147-163 ◽  
Author(s):  
Dalila Maria Lino ◽  
Cristina Parente
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Free Play ◽  
Reggio Emilia ◽  
Early Years ◽  
Learning And Development ◽  
Childhood Education ◽  
Hands On ◽  
Learning Through Play

The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.

The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners

2019 ◽  
Vol 45 (1) ◽  
pp. 30-42
Author(s):  
Sandra Hesterman ◽  
Anna Targowska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Western Australia ◽  
Early Years ◽  
Education Practice ◽  
Childhood Education ◽  
Beliefs And Values ◽  
The Status ◽  
Study Participants

This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

Play-based Learning and Intentional Teaching: Forever Different?

2017 ◽  
Vol 42 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Susan Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Social Interactions ◽  
Early Years ◽  
Curriculum Innovation ◽  
Childhood Education ◽  
Children’S Learning ◽  
Children's Learning

PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.

Tradition and Transformation in Danish Early Childhood Education and Care

2021 ◽  
Author(s):  
Karen Ida Dannesboe ◽  
Bjørg Kjær
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Special Focus ◽  
Public Provision ◽  
Childhood Education ◽  
Historical Processes ◽  
Education And Care ◽  
Role Of Parents

Denmark has a long tradition of public provision of early childhood education and care (ECEC) as part of what is known internationally as the Nordic welfare model. Both traditions and transformations within Danish ECEC are parallel to the establishment and development of this model. The emergence of child-centered pedagogy, so characteristic for Danish ECEC, is part of specific historical processes. Since the 1960s, the ECEC sector has undergone significant expansion and in 2020, most children in Denmark between the ages of 1 and 6 attend an ECEC institution. This expansion has positioned ECEC as a core universal welfare service, including a special focus on preventing injustice and inequality and on taking care of the vulnerable and disadvantaged. Early 21st-century international discourses on learning and early intervention have influenced political reforms and initiatives addressing ECEC institutions and the work of “pedagogues” (the Danish term for ECEC practitioners with a bachelor’s degree in social pedagogy). Since the 1990s, there has been growing political interest in regulating the content of ECEC, resulting in various policies and reforms that have changed the nature of Danish ECEC by introducing new learning agendas. This has been accompanied by an increased focus on the importance of the early years of childhood for outcomes later in life and on the role of parents in this regard. These tendencies are embedded in political initiatives and discourses and shape the conditions for ECEC, perceptions of children and childhood, the legitimacy of the pedagogical profession, the meaning of and emphasis on young children’s learning, the importance of inclusion, and the changing role of parents. These changes in social reforms and pedagogical initiatives interact with national historical processes and international tendencies and agendas at different levels.

Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

2006 ◽  
Vol 22 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Amy Cutter-Mackenzie ◽  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Early Years ◽  
Content Area ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Early Years Education ◽  
The Relationship

AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.

scholarly journals Projeto Político-Pedagógico: um diálogo sobre singularidade e resistência na educação infantil

2019 ◽  
Vol 12 (2) ◽  
pp. 321
Author(s):  
Adriana Rorato ◽  
Elena Maria Billig Mello
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Daily Life ◽  
The Political ◽  
Resistance Force ◽  
De Re ◽  
Childhood Education ◽  
Child Education ◽  
Toma De Decisiones

Este artigo tem a intenção de investigar o processo de (re)construção do projeto político-pedagógico em uma escola pública de Educação Infantil e suas possíveis relações com a constituição singular desta unidade educacional, assumindo uma perspectiva crítico-emancipatória. A pesquisa situa-se no campo das investigações qualitativas e utilizou-se da metodologia de estudo de caso para a produção de dados. O texto problematiza o campo da Educação Infantil enquanto território de disputas atravessadas pela lógica neoliberal, assumida em modelos escolarizantes e reforçada por discursos e políticas oficiais. Relaciona ainda questões que circundam a (re)construção do projeto político-pedagógico de forma coletiva e compromissada como possibilidade de singularização e autonomia pedagógica, sustentado especialmente pelas leituras de Veiga (1998; 2003), Vasconcellos (2002), Carbonell (2002). Por fim, a pesquisa aponta a participação, o diálogo e a tomada de decisões das instituições como força de resistência às políticas educacionais impositivas e como forma de legitimar a autonomia da escola, ancorada em seus espaços-tempos, em seus sujeitos e no cotidiano como elementos potentes para este fortalecimento.Palavras-chaves: Projeto político-pedagógico. Educação Infantil. Resistência.Political-Pedagogical Project: a dialogue on singularity and resistance in child education ABSTRACTThis article intends to investigate the process of (re) construction of the political-pedagogical project in a public school of Early Childhood Education and its possible relations with the singular constitution of this educational unit, assuming a critical-emancipatory perspective. The research is located in the field of qualitative investigations and was used the methodology of case study for the production of data. The text problematizes the field of Early Childhood Education as a territory of disputes crossed by neoliberal logic, assumed in scholarly models and reinforced by official discourses and policies. It also relates questions that surround the (re) construction of the political-pedagogical project in a collective and compromised way as a possibility of singularization and pedagogical autonomy, supported especially by the readings of Veiga (1998, 2003), Vasconcellos (2002) and Carbonell (2002). Finally, the research points to the participation, dialogue and decision-making of institutions as a resistance force to educational policies and as a way of legitimizing the autonomy of the school, anchored in its space-time, its subjects and daily life as elements for this strengthening.Keywords: Political-pedagogical project. Child education. Singularity.Proyecto Político-Pedagógico: un diálogo sobre singularidad y resistencia en la educación infantilRESUMENEste artículo tiene la intención de investigar el proceso de (re) construcción del proyecto político-pedagógico en una escuela pública de Educación Infantil y sus posibles relaciones con la constitución singular de esta unidad educativa, asumiendo una perspectiva crítico-emancipadora. La investigación se sitúa en el campo de las investigaciones cualitativas y se utilizó de la metodología de estudio de caso para la recogida de datos. El texto problematiza el campo de la Educación Infantil como territorio de disputas atravesadas por la lógica neoliberal, asumida en modelos escolares y reforzada por discursos y políticas oficiales. También relaciona cuestiones que rodean la reconstrucción del proyecto político-pedagógico de forma colectiva y comprometida como posibilidad de singularización y autonomía pedagógica, sustentado especialmente por las lecturas de Veiga (1998; 2003), Vasconcellos (2002) y Carbonell (2002). Por último, la investigación apunta la participación, el diálogo y la toma de decisiones de las instituciones como fuerza de resistencia a las políticas educativas impositivas y como forma de legitimar la autonomía de la escuela, anclada en sus espacios-tiempos, en sus sujetos y en el cotidiano como elementos potentes para este fortalecimiento.Palabras claves: Proyecto político-pedagógico. Educación Infantil. Resistencia

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.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

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