ADULTS AND CHILDREN ENGAGING WITH EPORTFOLIOS IN AN EARLY CHILDHOOD EDUCATION SETTING

Arts Education ◽

Pedagogical Practices ◽

Primary Schooling ◽

Childhood Education ◽

The Arts ◽

This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.

“Quem vai orar?!”: Os discursos religiosos entre adultos e crianças em uma escola pública de educação infantil

Horizontes ◽

10.24933/horizontes.v34i1.332 ◽

2016 ◽

Vol 34 (1) ◽

pp. 81

Author(s):

Jordanna Castelo Branco

Keyword(s):

Early Childhood ◽

Public School ◽

Rio De Janeiro ◽

Metropolitan Region ◽

Structured Interviews ◽

Public Network ◽

Childhood Education ◽

Qualitative Survey ◽

ResumoO presente trabalho tem como objetivo analisar os discursos religiosos que circulam entre adultos e crianças em uma escola de Educação Infantil da rede pública municipal da região metropolitana do Rio de Janeiro. Foi realizada uma pesquisa qualitativa, de inspiração etnográfica numa escola da rede pública municipal que contou com observação direta e entrevistas semi estruturadas com os professores e a direção da escola. O estudo apontou que a presença dos discursos religiosos presentes na escola Educação Infantil da rede pública municipal campo da pesquisa eram naturalizados por adultos e crianças, sendo excludentes e discriminatórios. Palavras-chave: Escola pública, Educação Infantil, discurso religioso.“Who is going to pray?”: Religious discourses among adults and children in an Early Childhood public schoolAbstractThis study aims to analyze the religious discourses that circulate among adults and children in a school of Early Childhood Education of the municipal public network of the metropolitan region of Rio de Janeiro. A qualitative survey was conducted of ethnographic inspiration in a municipal public school attended by direct observation and semi structured interviews with teachers and the direction. The study found that the presence of religious discourses present in kindergarten school municipal public field of research were naturalized by adults and children.Keywords: Public school, Childhood, Religion discourse.

Adults and children engaging with ePortfolios in an early childhood education setting

Waikato Journal of Education ◽

10.15663/wje.v22i4.588 ◽

2017 ◽

Vol 22 (4) ◽

Author(s):

Tracey Hooker

Keyword(s):

Early Childhood ◽

Childhood Education ◽

Medienbildung im Spannungsfeld medienpädagogischer Leitbegriffe - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung ◽

The Mediatisation of Professional Pedagogical Practice - Social Networks in Early Childhood Education and Care

10.21240/mpaed/00/2016.12.15.x ◽

2016 ◽

Vol 2016 (Occasional Papers) ◽

pp. 20-36 ◽

Cited By ~ 2

Author(s):

Helen Knauf

Keyword(s):

Social Networks ◽

Early Childhood ◽

Communication Channel ◽

Learning Processes ◽

Pedagogical Practice ◽

Group Discussions ◽

Childhood Education ◽

Education And Care ◽

Early childhood education centres in Germany today are increasingly using social networks to present their work. This article puts this development into the context of a comprehensive process of mediatisation. Using two group discussions with teachers in early childhood education and care centres, I will show that the route via a social network is not just a new communication channel, but that the content communicated, the relationships between the actors, and the identity of the institution are also changed by it. Legal ambiguities, technical infrastructure and a lack of experience are identified as crucial barriers to the use of social networks. From the perspective of the users, social networks primarily create opportunities for a higher level of feedback for the pedagogical practitioners, more transparency and information for parents, and various points of reference for conversations between adults and children about learning processes.

Cenas do cotidiano de um centro de educação infantil: em foco a relação entre adultos e crianças

Revista mbienteeducação ◽

10.26843/ae19828632v11n22018p260a77 ◽

2018 ◽

Vol 11 (2) ◽

pp. 259

Author(s):

Maria Aparecida Guedes Monção

Keyword(s):

Early Childhood ◽

Participant Observation ◽

Structured Interview ◽

Sao Paulo ◽

São Paulo ◽

Jean Piaget ◽

Childhood Education ◽

Adults And Children ◽

The Relationship

Neste artigo discute-se a relação entre adultos e crianças nas instituições de educação infantil. Considera-se que a constituição de práticas dialógicas entre docentes e as crianças é um pressuposto central para a efetivação de uma pedagogia da infância. Trata-se de uma pesquisa qualitativa, realizada por meio de um estudo de caso de cunho etnográfico, em um Centro de Educação Infantil (CEI) da rede municipal de São Paulo, que atende crianças de zero a quatro anos. Os procedimentos conjugaram a observação participante, a entrevista semiestruturada e a análise documental. O propósito do presente artigo é a apresentar a análise de uma das categorias da pesquisa, relacionada as relações estabelecidas entre as professoras e as crianças no contexto do CEI pesquisado. Os principais autores utilizados foram Janusz Korczak e Jean Piaget. Os resultados do estudo, evidenciam, um contexto educacional complexo, envolto em práticas autoritárias e pouco atentas às crianças e a suas necessidades em que o castigo e as repreensões são utilizados como forma de educar as crianças pequenas e os bebês.PALAVRAS-CHAVES: EDUCAÇÃO INFANTIL; RELAÇÃO ENTRE ADULTOS E CRIANÇAS; GESTÃO DEMOCRÁTICA.CENAS DEL COTIDIANO DE UN CENTRO DE EDUCACIÓN INFANTIL: EN FOCO LA RELACIÓN ENTRE ADULTOS Y NIÑOSRESUMENEn este artículo se discute la relación entre adultos y niños en las instituciones de educación infantil. Se considera que la constitución de prácticas dialógicas entre docentes y los niños es un presupuesto central para la efectivización de una pedagogía de la infancia. Se trata de una investigación cualitativa, realizada por medio de un estudio de caso de cuño etnográfico, en un Centro de Educación Infantil (CEI) de la red municipal de São Paulo, que atiende a niños de cero a cuatro años. Los procedimientos conjugaron la observación participante, la entrevista semiestructurada y el análisis documental. El propósito del presente artículo es presentar el análisis de una de las categorías de la investigación, relacionada con las relaciones establecidas entre las profesoras y los niños en el contexto del CEI investigado. Los principales autores utilizados fueron Janusz Korczak y Jean Piaget. Los resultados del estudio, evidencian, un contexto educacional complejo, envuelto en prácticas autoritarias y poco atentas a los niños y sus necesidades en que el castigo y las reprensiones se utilizan como forma de educar a los niños pequeños y los bebés.PALABRAS CLAVES: EDUCACIÓN INFANTIL; RELACIÓN ENTRE ADULTOS Y NIÑOS; GESTIÓN DEMOCRÁTICA.SCENES FROM THE DAILY LIFE OF A CENTER FOR EARLY CHILDHOOD EDUCATION: FOCUSING ON THE RELATIONSHIP BETWEEN ADULTS AND CHILDRENABSTRACTThis article discusses the relationship between adults and children in early childhood education institutions. It is considered that the constitution of dialogical practices between teachers and children is a central presupposition for the realization of a pedagogy of childhood. This is a qualitative research, carried out through a case study of an ethnographic nature, in a Center for Early Childhood Education (CEI) of the municipal network of São Paulo. The procedures combined the participant observation, the semi-structured interview and the documentary analysis. The purpose of this article is to present the analysis of one of the categories of the research, related to the relations established between the teachers and the children in the context of the researched CEI. The main authors used were Janusz Korczak and Jean Piaget. The results of the study show a complex educational context, surrounded by authoritarian practices that are not very attentive to children and their needs, where punishment and reprimands are used as a way of educating young children and babies.KEYWORDS: EARLY CHILDHOOD EDUCATION; RELATIONSHIP BETWEEN ADULTS AND CHILDREN; DEMOCRATIC MANAGEMENT

How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?

Contemporary Issues in Early Childhood ◽

10.1177/1463949119827031 ◽

2019 ◽

Vol 20 (1) ◽

pp. 93-103 ◽

Cited By ~ 4

Author(s):

Jennifer van Krieken Robson ◽

Estelle Martin

Keyword(s):

Early Childhood ◽

Ethical Dilemmas ◽

National Policy ◽

Community Leaders ◽

Childhood Education ◽

Education Leaders ◽

Adults And Children ◽

System Knowledge ◽

Multiple Ethical Paradigms

Early childhood education settings can be understood as public forums where adults and children engage together in the implementation of national policy. The authors reflect on ethical dilemmas for leaders in early childhood education arising from the implementation of national policy. Dilemmas can be problematic in the sense that they are unresolved or routine-like as they pervade practice. Inspired by Shapiro and Stefkovich’s framework of multiple ethical paradigms, the authors analyse complex dilemmas arising for leaders in early childhood education as they implement national policy in the micro system with children, families and the community. Leaders are positioned in these contexts as principally concerned with the positive exploration of ethical dilemmas. The authors’ analysis gives visibility to the ways in which leaders may draw on theory and experience in the early childhood education setting to navigate ethical dilemmas within a marketised system. Knowledge of ethics and practice may be tacit, partial and incomplete; however, fragments are pieced together as ethical praxis.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.