scholarly journals Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum

2021 ◽  
pp. 34-50
Author(s):  
Matthew Sampson ◽  
Christine McLean
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Childhood Educators ◽  
Emergent Curriculum ◽  
Pedagogical Documentation ◽  
Research Participants ◽  
Program Administrators ◽  
The Voice ◽  
Over Time

Written in the voice of the first author, this article examines how two early childhood educators who practice emergent curriculum shifted from following a rules-based culture in their classroom to a more negotiated one. The voices of the child and educator research participants are excerpts from a larger qualitative study involving five educators who participated in interviews focused on their perceptions of how their understanding of emergent curriculum evolved over time. Using self-selected examples of pedagogical documentation as a catalyst for discussion, the participants reflected on how their experiences with mentors, children, and program administrators influenced their shifts in practice.

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

2014 ◽  
Vol 184 (12) ◽  
pp. 1843-1860 ◽  
Author(s):  
Kalliroi Papadopoulou ◽  
Lia Tsermidou ◽  
Christina Dimitrakaki ◽  
Eirini Agapidaki ◽  
Despoina Oikonomidou ◽  
...  
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Socioemotional Development ◽  
Early Childhood Educators ◽  
Beliefs And Practices

scholarly journals Disrupting normalised discourses: ways of knowing, being and doing cultural competence

2019 ◽  
pp. 1-9
Author(s):  
Karen Sinclair
Keyword(s):  
Early Childhood ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Cultural Competence ◽  
Ways Of Knowing ◽  
Careful Consideration ◽  
Early Childhood Educators ◽  
Indigenous Methodology

AbstractThe concept of cultural competence is a multifaceted construct that requires careful consideration as it raises questions as to whose ‘truth’ is being advocated. This paper draws on findings from a qualitative study which used an indigenous methodology of yarning to investigate early childhood educators’ understandings and perspectives of cultural competence. Adopting a poststructuralist approach to grounded theory, data were analysed to identify themes that reflected educators’ understandings and perspectives. This paper presents a snapshot of these themes along with a framework of positioning self in relationship to ways of knowing, being and doing cultural competence. I conclude by suggesting that this framework can provide opportunity for educators to disrupt normalised discourses and re-conceptualise cultural competence.

Children's Misconceptions and Conceptual Change

1997 ◽  
Vol 22 (2) ◽  
pp. 12-16 ◽  
Author(s):  
Linda Watson
Keyword(s):  
Early Childhood ◽  
Conceptual Change ◽  
Social Factors ◽  
Personal Experience ◽  
Concept Development ◽  
Early Childhood Educators ◽  
Change Over Time ◽  
Over Time

Children bring a range of beliefs relating to the scientific domains to early childhood services. These often differ from the accepted ‘scientific view’ and hence are termed ‘misconceptions’ or ‘preconceptions’. An examination of how these misconceptions change over time, through instruction and through other mechanisms is presented in the paper that follows. Piagetian and Vygotskian theories offer insights into children's misconceptions, relating to how they are formed, and how they are influenced by personal experience and social factors. Both of these theories can be utilised to ensure that early childhood educators respond appropriately to children's earliest conceptions and promote children's concept development.

Pedagogical documentation and systematic quality work in early childhood: Comparing practices in Western Australia and Sweden

2020 ◽  
pp. 146394912092843
Author(s):  
Libby Lee-Hammond ◽  
Lise-Lotte Bjervås
Keyword(s):  
Early Childhood ◽  
Western Australia ◽  
Early Childhood Educators ◽  
Education Policies ◽  
Quality Work ◽  
Cultural Contexts ◽  
Pedagogical Documentation ◽  
Quality Learning ◽  
Achievement Standards ◽  
The Impact

Pedagogical documentation has been understood as an important way for early childhood educators to provide high-quality learning environments for children. The authors explore the contested nature of quality and its interpretation in two cultural contexts: in Western Australia, where pedagogical documentation is a relatively uncommon practice, and in Sweden, where pedagogical documentation is a relatively common practice. These locations were selected to provide a comparison between educators from these two different cultural and policy contexts. The main purpose of pedagogical documentation within the Swedish preschool system is to gain knowledge of how to systematically improve the quality of the preschool. This contrasts with the demands on Australian early childhood educators to ensure children meet achievement standards in the Foundation Year. Six preschool educators in each country responded to interview questions regarding what enables or hinders their systematic quality work. The participants in both countries were using some form of pedagogical documentation in their professional practice. This article draws on interview data and elaborates on the ways these educators understood the role of pedagogical documentation in what they regarded as systematic quality work. The findings provide insight into the impact of both policy and cultural contexts on individual educators' practices when using pedagogical documentation as a means to promote quality. The results indicate that differences in early childhood education policies between countries may lead to important differences in how pedagogical documentation is used by educators in their practice.

A Qualitative Study of Early Childhood Educators' Beliefs About Key Preschool Classroom Experiences

2009 ◽  
Author(s):  
Sandraluz Lara-Cinisomo ◽  
Allison Sidle Fuligni ◽  
Lindsay Daugherty ◽  
Carollee Howes ◽  
Lynn A. Karoly
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Childhood Educators ◽  
Classroom Experiences ◽  
Preschool Classroom

Nurturing the Spirit to Teach: Commitment, Community and Emergent Curriculum

2002 ◽  
Vol 27 (2) ◽  
pp. 8-12 ◽  
Author(s):  
John Nimmo
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Classroom Community ◽  
Early Childhood Educators ◽  
Emergent Curriculum ◽  
Cultural Experience ◽  
Preschool Program ◽  
Keynote Presentation ◽  
Local Neighborhood ◽  
Supporting Teachers

This paper is a revised version of a keynote presentation at ‘Changing faces: A conference to support, minds, bodies and souls,’ June 21, 1999, Creche and Kindergarten Association, International Early Childhood Conference, Brisbane, Australia. Given the demands on early childhood educators and the lack of external recognition, the author proposes four ways through which a teacher's ‘spirit’ to teach can be rejuvenated. First, a process of supporting teachers to reflect on why they decided to work with children is described. Second, this article examines how a teacher's sense of joy about teaching is impacted by their invention of an emergent curriculum that meaningfully reflects the classroom community. Third, through exploration of a curriculum on homelessness in a preschool program, the author proposes that a commitment to teaching is sustained through taking thoughtful risks that push the boundaries of one's social and cultural experience. Fourth, the building of community amongst educators, families, and the local neighborhood, as exemplified by a micro-economy project in a primary school, is described as critical in sustaining a commitment to education.

What early childhood educators know about developmentally appropriate practice

2021 ◽  
Vol 103 (2) ◽  
pp. 20-23
Author(s):  
Josh Thompson ◽  
Zlata Stanković-Ramirez
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Cultural Context ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Early Childhood Educators ◽  
Individual Characteristics ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Over Time

The National Association for the Education of Young Children recently revised its Developmentally Appropriate Practice (DAP), the standard for early childhood care and education. Josh Thompson and Zlata Stanković-Ramirez explore how DAP has evolved over time and what guidance it provides early childhood educators regarding the interaction between typical waves of child development, children’s individual characteristics, and social and cultural context.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

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