WHAT IS THE RELATIONSHIP BETWEEN PERSONALITY TRAITS AND PRO-ENVIRONMENTAL ATTITUDES AMONG FUTURE EARLY CHILDHOOD EDUCATORS?

2020 ◽  
Author(s):  
Dunja Andjić ◽  
Sanja Tatalović Vorkapić
Keyword(s):  
Early Childhood ◽  
Personality Traits ◽  
Environmental Attitudes ◽  
Early Childhood Educators ◽  
The Relationship

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals Going Green (and Not Being Just More Pro-Social): Do Attitude and Personality Specifically Influence Pro-Environmental Behavior?

2021 ◽  
Vol 13 (6) ◽  
pp. 3560
Author(s):  
Jana S. Kesenheimer ◽  
Tobias Greitemeyer
Keyword(s):  
Personality Traits ◽  
Environmental Attitudes ◽  
Environmental Behavior ◽  
Helping Behavior ◽  
Environmental Attitude ◽  
Prize Money ◽  
Partial Correlations ◽  
Relationship Of ◽  
The Relationship ◽  
Linear Regressions

The current research examines the extent to which attitudes and personality traits are predictive of pro-environmental behavior (PEB). Concretely, we tested the relationship between pro-environmental attitudes, HEXACO personality traits, and actual PEB (donating potential prize money to a pro-environmental organization; N = 257). Additionally, we controlled for the influence of helping behavior (donating to a pro-social organization) by addressing whether attitudes and personality have a distinct impact on PEB or whether people are more likely to engage in PEB because they act more pro-socially in general. Analyses included correlations, multiple linear regressions, mediations, and partial correlations. Pro-environmental attitude had the most robust association with PEB and mediated the influence of openness to experiences and honesty–humility on PEB. Importantly, the relationship of pro-environmental attitudes and personality (openness to experiences and honesty–humility) with PEB was unaffected by the participant’s helping behavior, suggesting that pro-environmental people mainly care about the environment and are not necessarily more pro-social in general.

scholarly journals Professionalism from the standpoint of early childhood educators

2021 ◽  
Author(s):  
Shani Halfon
Keyword(s):  
Early Childhood ◽  
Qualitative Interviews ◽  
Early Childhood Educators ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Everyday Work ◽  
New Knowledge ◽  
Material Conditions ◽  
The Relationship

In this research project, findings from qualitative interviews with four early childhood educators (ECEs) in Toronto, Ontario are presented. Using Feminist standpoint theory and methodology as a guiding theoretical framework and research paradigm, the purpose of this research was to examine professionalism from the particular standpoint of ECEs. The findings presented in this paper indicate that feminist standpoint theory and methodology offer the means for revealing what ECEs think and want as professionals, and can be used as a theoretical tool to analyze the relationship between the experienced, material realm and the conceptual, discursive realm of ECE professionalism. A thematic analysis of the collected data identified two themes. The first theme illuminates the lived realities of ECE work, and highlights how ECEs' experiences of professionalism are shaped by their material conditions. These lived realities however, are to a certain extent at odds with the meanings that the ECEs in this project ascribe to professionalism in the second theme, which appear to be shaped by dominant discourses about professionalism. The discussion of the findings focuses on the process of building new knowledge that accounts for these contradictions and aims to address the divide between the conceptual realm of professionalism with the material, experienced realm of ECEs' everyday work.

The Comparison of Parents' Perceptions of Early Educators' Real and Ideal Personality and Optimism

2019 ◽  
pp. 231-258
Author(s):  
Sanja Tatalović Vorkapić ◽  
Korana Lisjak
Keyword(s):  
Early Childhood ◽  
Personality Traits ◽  
Early Childhood Educators ◽  
The Real ◽  
Ideal Image ◽  
The Republic ◽  
Very High

Given the importance of personality traits and optimism of early childhood educators in their work with children, this research was aimed at comparing their actual and ideal personality traits and optimism from the perspective of the parents. The study involved 295 parents from three counties of the Republic of Croatia. Parents evaluated the real and ideal personality traits and the optimism of 41 early childhood educators from the six kindergartens their children were enrolled. Two questionnaires were applied: TIPI for measuring the personality traits and the LOT-R for measuring optimism. Parents have rated the real and ideal educators' personality traits and optimism at very high levels. Testing the significance of differences, the results revealed that there are significant differences between the realistic and ideal image of educators' personality and optimism. In other words, ideal educators are considerably more extroverted, agreeable, conscientious, more emotionally stable, more open and more optimistic than their profiles based on realistic ratings.

scholarly journals Professionalism from the standpoint of early childhood educators

2021 ◽  
Author(s):  
Shani Halfon
Keyword(s):  
Early Childhood ◽  
Qualitative Interviews ◽  
Early Childhood Educators ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Everyday Work ◽  
New Knowledge ◽  
Material Conditions ◽  
The Relationship

In this research project, findings from qualitative interviews with four early childhood educators (ECEs) in Toronto, Ontario are presented. Using Feminist standpoint theory and methodology as a guiding theoretical framework and research paradigm, the purpose of this research was to examine professionalism from the particular standpoint of ECEs. The findings presented in this paper indicate that feminist standpoint theory and methodology offer the means for revealing what ECEs think and want as professionals, and can be used as a theoretical tool to analyze the relationship between the experienced, material realm and the conceptual, discursive realm of ECE professionalism. A thematic analysis of the collected data identified two themes. The first theme illuminates the lived realities of ECE work, and highlights how ECEs' experiences of professionalism are shaped by their material conditions. These lived realities however, are to a certain extent at odds with the meanings that the ECEs in this project ascribe to professionalism in the second theme, which appear to be shaped by dominant discourses about professionalism. The discussion of the findings focuses on the process of building new knowledge that accounts for these contradictions and aims to address the divide between the conceptual realm of professionalism with the material, experienced realm of ECEs' everyday work.

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