scholarly journals Early Childhood Transitions and Critical Praxis

2012 ◽  
Vol 37 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Kate Tilleczek
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Prince Edward Island ◽  
Educational Practice ◽  
Childhood Education ◽  
Full Day Kindergarten ◽  
The Social ◽  
Core Elements ◽  
Full Day

This paper presents literature and findings on childhood transitions in public education. Set in the context of shifts in Canada to full day kindergarten, it makes visible the range of human relational and structural concerns that must be considered in the practice of researching and facilitating transitions for children. The paper draws upon a review of international literatures and a longitudinal, three-year qualitative study of 795 students, parents, and educators in 37 families of schools who conversed about the character and meaning of transitions. Such long-term enactments of transitions as they occur are scarce but important in making visible the complexity and nuance of childhood transitions. Findings include the importance of a critical praxis for transitions which gets at the roots of the social organization and inequality in research and educational practice. The paper addresses critical praxis as found in three early childhood education frameworks (Australia, Prince Edward Island and New Brunswick, Canada). Attention to being, becoming, and belonging for all children and the fit between human and structural concerns at the levels of society, community, school, and family form core elements of critical praxis. Transitions are best understood and facilitated as over time, complex social ensembles.

scholarly journals Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child

Human Arenas ◽  
2021 ◽  
Author(s):  
Niina Rutanen ◽  
Raija Raittila ◽  
Kaisa Harju ◽  
Yaiza Lucas Revilla ◽  
Maritta Hännikäinen
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Data Collection ◽  
Critical Incidents ◽  
Relational Ethics ◽  
Spatial Context ◽  
Childhood Education ◽  
Research Relationship ◽  
Education And Care

AbstractThis article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a young child? This article is based on a research project that focused on children’s transitions in early childhood education and care (ECEC). These transitions include the transition from home care to ECEC as well as transitions from child groups or settings to other ECEC groups or settings, and the transition to pre-primary education. We apply a particular lens to the corpus of data, analyzing and reflecting critical incidents vis-à-vis a negotiation of ethics-in-action during the construction of our research space, which involved a long-term research relationship with a child. Our results show that critical incidents in our study’s negotiation of ethics-in-action included (a) the focus child’s spontaneous contributions to the study’s interviews, (b) interdependencies between the child and diverse researchers, and (c) the child’s evolving expertise in data collection, which restructured our study’s research space. We conclude that ethical questions cannot be separated from the mutually constituted relationships or socio-spatial context in where they emerge; thus, they are relationally and spatially embedded.

Bildungsgerechtigkeit in der Krise: Welche potenziellen Auswirkungen hat die Corona-Pandemie auf die frühe Bildung?

2021 ◽  
Vol 70 (7-8) ◽  
pp. 419-435
Author(s):  
Susanne Lochner ◽  
Katharina Kopp
Keyword(s):  
Early Childhood ◽  
Ad Hoc ◽  
Educational Inequality ◽  
Educational Equality ◽  
Long Term Effects ◽  
Childhood Education ◽  
Care Facilities ◽  
Frühe Bildung ◽  
The One

Die Maßnahmen zur Eindämmung der Covid-19-Pandemie trafen Familien mit kleinen Kindern besonders hart: Ausgangsbeschränkungen, die Abriegelung von Spielplätzen und allem voran die Schließungen von Kinderbetreuungseinrichtungen stellten nicht nur den familiären Alltag auf den Kopf, sondern haben möglicherweise auch langfristige Folgen für die altersgerechte Entwicklung und den Kompetenzerwerb von Kindern. Dieser Beitrag widmet sich der Frage, welche Auswirkungen sich aus den Einschränkungen des Kita-­Betriebs in der Corona-Pandemie auf die Bildungsgerechtigkeit in der frühen Kindheit ergeben können. Da keine vergleichbaren historischen Ereignisse zur Prognose von potenziellen Auswirkungen herangezogen werden können, werden zum einen die Ergebnisse von Wirksamkeitsstudien zu institutionalisierter früher Bildung aufbereitet und zum anderen erste Befunde aus ad-hoc Erhebungen des ersten Lockdowns im Frühjahr 2020 analysiert. Bilanzierend werden aus den Befunden mögliche kurz-, mittel- und langfristige Auswirkungen abgeleitet, die Bildungsungerechtigkeit bereits in der frühen Kindheit verstärken können. Abstract: Educational Equality in the Crisis: What Impact does the Corona Pandemic have on Early Childhood Education? The actions taken to contain the Covid-19 pandemic hit families with young children particularly hard. Social restrictions, the closure of playgrounds and, above all, the lockdown of day-care facilities did not only turn everyday family life upside down, but could also have long-term consequences for child development and acquisition of skills. This article is devoted to the question of what effects the measures to contain the coronavirus pandemic can have on educational equality in early childhood. Since no comparable historical events can be used to forecast potential impacts, the results of efficacy studies on institutionalized early education are reported on the one hand and initial findings from ad-hoc surveys conducted during the first lockdown in spring 2020 are ana­lyzed on the other. The findings suggest short, middle and long-term effects of the corona measures taken that can intensify educational inequality in early childhood.

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

Poeticalization and Storying; www.mmm.com

2018 ◽  
Vol 25 (7) ◽  
pp. 637-640 ◽  
Author(s):  
Merete Moe ◽  
Anne B. Reinertsen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sick Leave ◽  
Working Life ◽  
Well Being ◽  
Work Environments ◽  
Childhood Education ◽  
Work World ◽  
Education And Care

A threshold situation is a kind of crisis of, for example, deteriorating health. Fall 2014, a project was conducted, focusing on writing for well-being with a former employee and leader at an Early Childhood Education and Care, now on long-term sick leave. Here is her story and poem; her writings/Sis. Our stories and theory/practice/data/interpretive poems; our writings/Merete and Anne: Our companionship, company, and compassion: Sis/Merete/Anne.Com . We aim at Deleuze and Guattarian safespace writing. In modern working life participation, empowerment, governance, and self-leadership is considered vital for creating good psychosociological work environments. Foucault’s concept governmentality aims to elucidate how we are created as subjects, looking at how we are governed by others and by ourselves according to norms and expectations in organizations, society, and from ourselves. We think with poetry to open up, explore, and fabulate. We call it poeticalization and storying and work and worlds and words or rather work/world/word/making/melding/mattering/Sis/Merete/Anne: www.mmm.com .

scholarly journals PENERAPAN TARI KREATIF DENGAN EKSPLORASI IMAGERY LINGKUNGAN HIDUP ANAK USIA DINI

2017 ◽  
Vol 1 (2) ◽  
pp. 64-75
Author(s):  
Arni Apriani
Keyword(s):  
Early Childhood ◽  
Aesthetic Experience ◽  
Learning Experience ◽  
Cultural Environment ◽  
Creative Dance ◽  
Childhood Education ◽  
The Core ◽  
Cultural Roots ◽  
The Social ◽  
Environmental Exploration

Abstract Early childhood is an individual figure who is always active, enthusiastic, and curious about what is seen, heard, felt. They never stop to explore, learn and easy to absorb information. They have feelings that are formed by the situation (happy, sad, angry, disappointed, appreciated, and so on). This is the time when they need friends to play with the socio-cultural environment where he is. In early childhood education must relate to the value of art, beauty and harmony that leads to happiness in the child's life according to the cultural roots in which they live (aesthetics) as well as the religious values ​​it embraces. The concept of learning: learning while playing, doing, through stimulation, with the core experience of exploring the social environment of culture, which produces knowledge and understanding by observing, imitating and experimenting. Environmental exploration for early childhood is important because they are excellent explorers. Creative dance with the exploration of environmental imagery can provide an aesthetic experience, learning experience, social experience, and can foster children's creativity to explore the elements of dance.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Early Teacher Training Across European Countries

2018 ◽  
pp. 71-80
Author(s):  
Ma Isabel Amor Almedina ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Great Influence ◽  
European Countries ◽  
Childhood Education ◽  
The Social ◽  
Integral Development ◽  
Technological Competences

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.

I. The Segregated Setting: Positive Values and Problems

1958 ◽  
Vol 52 (7) ◽  
pp. 249-254
Author(s):  
Jane Miller Kerina
Keyword(s):  
New York ◽  
Early Childhood ◽  
Social Service ◽  
Nursery School ◽  
School Setting ◽  
Personal Relationships ◽  
Blind Child ◽  
Childhood Education ◽  
The Third ◽  
The Social

The first two articles under this head outline positive values and problems in segregated and non-segregated settings, respectively, in early childhood education. The third article deals with two tendencies in parents and teachers that complicate the choice of setting. These papers were presented in February at the Third Institute of the Social Service and Groupwork and Recreation Departments of the New York Guild for the Jewish Blind. Summary In the segregated nursery school setting the blind child can learn at his own speed and in an atmosphere of understanding of his particular needs to begin to master the elements of his environment and thereby achieve a feeling of accomplishment. Within this setting this child can grow into an awareness of himself as a person of value and also begin to become aware of his limitations among others similarly limited. He becomes increasingly secure in personal relationships and if he has been treated honestly he will certainly have the ability to move without undue fear into the sighted or integrated setting. It must be remembered that the segregated setting is not the real world and that the blind child's presence here is temporary and for a special purpose.

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

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