Common Worlding Pedagogies: Opening Up to Learning with Worlds

Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada.

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Making a bricolage: An immanent process of experimentation

Contemporary Issues in Early Childhood ◽

10.1177/1463949119859370 ◽

2019 ◽

pp. 146394911985937

Author(s):

Nina Odegard

Keyword(s):

Early Childhood ◽

Knowledge Production ◽

Research Project ◽

Recycled Materials ◽

Early Childhood Research ◽

Theoretical Perspectives ◽

Wide Range ◽

Hierarchical Relationships ◽

Dominant Discourses ◽

Early Childhood Pedagogy

This article draws on a new materialist paradigm to explore bricolaging data from an early childhood research project through an immanent ethical lens. This lens enables the researcher to stretch towards non-hierarchical relationships in between subjects and objects, thinking and doing. A bricoleur explores and builds different knowledge-production pathways, allowing experimentation with a wide range of methods and theoretical perspectives. The argument presented here is that bricolaging data could be a non-hierarchical tool through which the researcher considers materiality and artefacts as intra-active participators. Empirical matter – such as videos, photographs, dialogue transcripts, scribblings, sounds, vibrations, bodies and recycled materials – becomes visible through several reviews and rereadings. Here, the bricoleur explores how various data can be read by bricolaging it together, resulting in several narratives that may disrupt and challenge dominant discourses and present alternative perspectives in early childhood pedagogy.

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New and Improved Data Bases for Early Childhood Research

PsycEXTRA Dataset ◽

10.1037/e584762012-010 ◽

2008 ◽

Author(s):

Mary Bruce Webb ◽

Alberto Sorongon ◽

Anne Bloomenthal ◽

Gail Mulligan

Keyword(s):

Early Childhood ◽

Data Bases ◽

Early Childhood Research

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The Research Project «Names of Modern Professions» in Extracurricular Work with 6-th Grade Russian Students

Russian language at school ◽

10.30515/0131-6141-2020-81-6-23-31 ◽

2020 ◽

Vol 81 (6) ◽

pp. 23-31

Author(s):

M. I. Vasileva

Keyword(s):

Theoretical Analysis ◽

Scientific Literature ◽

Research Process ◽

Russian Language ◽

Research Project ◽

Educational Activities ◽

Research Activities ◽

The Russian Language ◽

Selection Of

The aim of the study was to investigate approaches to the formation of general educational skills. A survey examining the design and research process was carried out by 6th-grade Russian students over the course of an extracurricular project entitled «Names of Modern Professions». In the paper, the selection of the «Lexicology» section for such activities carried out by school pupils is substantiated and stages of work on the project are described. The applied methodology involves theoretical analysis of scientific literature, formative experimentation, analysis of products of educational activities, observation and description. It is concluded that the design of extracurricular research activities in the Russian language contributes to the formation of general educational competencies in conducting surveys and searching for information on the basis of subject skills.

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The Analysis on the Mediating Effects of Social Support on the Relation between Motivation for the Selection of Teaching Profession and Adjustment to College Life of Preservice Early Childhood Teachers

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2018.18.17.423 ◽

2018 ◽

Vol 18 (17) ◽

pp. 423-445

Author(s):

Meehee Kang

Keyword(s):

Social Support ◽

Early Childhood ◽

Early Childhood Teachers ◽

Teaching Profession ◽

Mediating Effects ◽

College Life ◽

Adjustment To College ◽

Selection Of

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The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland

10.1093/oso/9780198747109.003.0012 ◽

2018 ◽

Author(s):

Aline-Wendy Dunlop

Keyword(s):

Early Childhood ◽

Educational Policy ◽

Curriculum Reform ◽

First Century ◽

Best Interests ◽

Roles And Responsibilities ◽

Childhood Education ◽

Policy Tool ◽

Before School ◽

Opening Up

Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.

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The Anti-Inflammatory Basis of Equality

10.1093/oso/9780198828310.003.0008 ◽

2018 ◽

Author(s):

Grant J. Rozeboom

Keyword(s):

Social Practice ◽

Moral Standing ◽

Moral Equality ◽

Anti Inflammatory ◽

In Virtue Of ◽

Do So

We are moral equals, but in virtue of what? The most plausible answers to this question have pointed to our higher agential capacities, but we vary in the degrees to which we possess those capacities. How could they ground our equal moral standing, then? This chapter argues that they do so only indirectly. Our moral equality is most directly grounded in a social practice of equality, a practice that serves the purpose of mitigating our tendencies toward control and domination that interpreters of Rousseau call “inflamed amour-propre.” We qualify as participants in this practice of equality by possessing certain agential capacities, but it is our participation in the practice, and not the capacities themselves, that makes us moral equals. Thus, in contrast with recent accounts that simply posit a threshold above which capacity-variations are ignored, this chapter proposes moving from a capacity-based to a practice-based view of moral equality.

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Towards racial equity in publishing at Early Childhood Research Quarterly (ECRQ)

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2021.01.003 ◽

2021 ◽

Keyword(s):

Early Childhood ◽

Racial Equity ◽

Early Childhood Research

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A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

Topics in Early Childhood Special Education ◽

10.1177/02711214211032720 ◽

2021 ◽

pp. 027112142110327

Author(s):

Esther R. Lindström ◽

Jason C. Chow ◽

Kathleen N. Zimmerman ◽

Hongyang Zhao ◽

Elise Settanni ◽

...

Keyword(s):

Early Childhood ◽

Academic Engagement ◽

Literature Search ◽

Meta Analysis ◽

Effect Sizes ◽

Data Sets ◽

Systematic Literature Search ◽

Random Effects Models ◽

Unique Data ◽

Early Childhood Research

Engagement in early childhood has been linked with later achievement, but the relation between these variables and how they are measured in early childhood requires examination. We estimated the overall association between academic engagement and achievement in children prior to kindergarten entry. Our systematic literature search yielded 13,521 reports for structured eligibility screening; from this pool of studies, we identified 21 unique data sets, with 199 effect sizes for analysis. We coded eligible studies, extracted effect sizes, accounted for effect size dependency, and used random-effects models to synthesize findings. The overall correlation between academic engagement and achievement was r = .24 (range: −.08 to −.71), and moderator analyses did not significantly predict the relation between the two constructs. This study aligns with previous research on this topic and examines issues related to these measures, their constraints, and applications as they pertain to early childhood research.

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Intonazione e significato: l’esempio dell’italiano regionale di Bergamo

Romanistisches Jahrbuch ◽

10.1515/roja-2018-0002 ◽

2018 ◽

Vol 69 (1) ◽

pp. 35-55

Author(s):

Giorgio Antonioli ◽

Manuela Caterina Moroni

Keyword(s):

Conversation Analysis ◽

Empirical Data ◽

Speech Act ◽

Research Project ◽

Preliminary Results ◽

Form Function ◽

Distinctive Type ◽

Selection Of

Abstract In this paper we present a selection of preliminary results of our research project “Intonation and Meaning”, in which we compare recurrent intonation contours in German and Italian regional varieties. We apply the method of German Interactional Prosody Research (Interaktionale Prosodieforschung), which in turn is based on Conversation Analysis, to a sample of selfcollected empirical data. Our aim is to show the value of intonation as a resource to contextualize speech activities and to point out form-function relationships between intonation patterns and speech act types. In this respect, we observe the usage of intonation contours with rising accent (L*H) and with falling accent (H*L) in the utterance of question activities, and provide evidence for the fact that the latter represent a distinctive type of questions with epistemic presupposition, whereas L*H correlates rather with default, modally unmarked questions.

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