scholarly journals "Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children

2017 ◽  
Vol 19 (2) ◽  
pp. 33
Author(s):  
Gisela Wajskop
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Oral Language ◽  
Research Study ◽  
Collaborative Action Research ◽  
Childhood Education ◽  
Collaborative Action ◽  
Quality Program

This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project. 

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

scholarly journals Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

2021 ◽  
pp. 785-804
Author(s):  
İnanç Eti ◽  
Ayperi Sığırtmaç
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Collaborative Action Research ◽  
Time Data ◽  
Inquiry Skills ◽  
Childhood Education ◽  
Supportive Behaviors ◽  
Inductive Thematic Analysis ◽  
Science Activities

This study was carried out as collaborative action research aims to develop inquiry-based science activities in early childhood education. One volunteer teacher (T2) who desired to develop inquiry-based science activities, 14 of her students and the researcher participated in action research. The action phase consisted of six action cycles that reflect the progress over time. Data were collected through interviews and observations. Inductive thematic analysis was performed on the obtained qualitative data. Results showed that during the development of inquiry-based science activities, the teacher had supportive behaviors and utterances. At first, the teacher was planning and implementing at the confirmatory and structured inquiry level but afterwards, she could practice the guided inquiry and also achieved to activate all the inquiry skills during the fifth and sixth cycles. However, some difficulties originated from the teacher, school culture and parental involvement in the process. As a result, the teacher made significant progress in planning, implementing and evaluating inquiry-based science activities in her classroom for preschoolers. Finally, we conclude that inquiry-based science activities can be practicing at various inquiry levels in early childhood education.

Involving Service Professionals in eGovernment Innovation

2009 ◽  
pp. 106-120
Author(s):  
Jonna Järveläinen ◽  
Eija Koskivaara ◽  
Päivi Pihlaja ◽  
Hannu Salmela ◽  
Jarmo Tähkäpää ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Business Model ◽  
Public Services ◽  
New Technology ◽  
Collaborative Action Research ◽  
Practical Result ◽  
Childhood Education ◽  
Collaborative Action ◽  
Ultimate Objective

This collaborative action research study reports the experiences in developing e-government innovations in early childhood education context in Finland. While e-government is too often understood as transforming paper documents used in public services into electronic mode, the ultimate objective should be to enhance communication and interaction between citizens and public organizations and thus increase the value of public services. This objective cannot be reached without involvement of service professionals in the eGovernment innovation processes. This research introduces a method for involving service professionals in the process of generating and evaluating alternative ways how new technology can be incorporated in service processes. Amit and Zott’s (2001) e-business value creation method was applied to clarify the value of alternative e-government innovations for citizens and for the service organization. The practical result of the study was several business model innovations for the early childhood education. The methodological result was a collaborative method for analyzing and generating business model innovations.

scholarly journals Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education

2019 ◽  
pp. 80-91
Author(s):  
Carolyn Bjartveit ◽  
Cheryl Kinzel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Professional Learning ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Professional Relationships ◽  
Transformative Change ◽  
Childhood Education ◽  
Group Members

Professional learning communities (PLC) can build partnerships among diverse stakeholders that support transformative change and uphold social justice. In this dialogic, reflexive piece, the authors explore how a newly formed PLC in Alberta is engaging individuals in relational practices and discussions about cultural diversity in early childhood education. Through sharing their subjectivities, field experiences, and current research, the group members are defining and exploring ways to coplan transcultural curricula in culturally diverse education settings. By recognizing subjectivities and differences and honouring the needs of all learners, the PLC is raising cultural awareness and mobilizing efforts to build capacity and strengthen professional relationships across Alberta.

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