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

2016 ◽  
Vol 2016 (Occasional Papers) ◽  
pp. 20-36 ◽  
Author(s):  
Helen Knauf
Keyword(s):  
Social Networks ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Communication Channel ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
Group Discussions ◽  
Childhood Education ◽  
Education And Care ◽  
Adults And Children

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.

scholarly journals Eating in the Nursery School: Pedagogy, Performativity & Biopolitics

Horizontes ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 7
Author(s):  
Michalis Kontopodis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Dietary Habits ◽  
Nursery School ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Nursery Schools ◽  
Whole Wheat ◽  
Education And Care ◽  
School Pedagogy

AbstractThe study presented here explores eating as a pedagogical practice. It pays attention to arrangements of things such as Christmas cookies, whole-wheat and white bread, frozen chicken, plates, chairs, tables, and freezers. Entering in dialogue with performativity theory and post-structuralist approaches, a series of ethnographic analyses from German and Brazilian nursery schools reveal how eating can be enacted as a sensual pleasure, a health risk, an ethnic custom, or a civil right within a variety of local pedagogical contexts. Through specific arrangements of foods and other things, young children are educated to eat with moderation, to change their ethnic dietary habits, or to become modern citizens. Pedagogy can thus entail doing public health, doing ethnic identity, or doing citizenship while eating is an important way of doing these in early childhood education and care settings.Keywords: Early Childhood Education & Care; Ethnicity; Obesity Prevention, Performance.Comendo na escola infantil: Pedagogia, Performatividade & BiopolíticaResumoO estudo apresentado aqui explora o ato de comer como uma prática pedagógica. Tem-se como proposta prestar atenção aos arranjos de comidas como biscoitos de Natal, pão de trigo integral e pão branco, frango congelado, pratos, cadeiras, mesas e congeladores. Através do diálogo com a teoria da performatividade e abordagens pós-estruturalistas, uma série de análises etnográficas de escolas de educação infantil alemãs e brasileiras revelam como comer no jardim de infância pode ser um prazer sensual, um risco para a saúde, um costume étnico, ou um direito civil dentro de diferentes histórias locais e constelações de poder. Através da combinação de alimentos específicos e outras coisas, as crianças são educadas para comer com moderação, para mudar seus hábitos alimentares étnicos, ou para serem cidadãos modernos. A pedagogia pode, portanto, consistir em fazer valer a saúde pública, fazer valer a identidade étnica, ou fazer valer a cidadania e comer é uma forma importante de fazer isso em configurações de educação e nos cuidados na primeira infância.Palavras-chave: Educação da primeira infância e Cuidado; Etnicidade; Prevenção de obesidade; Performance.

scholarly journals Quality Pedagogical Practice in Early Childhood Education Institutions Relating to Children at Risk of Social Exclusion

2021 ◽  
Author(s):  
Sandra Antulić Majcen ◽  
Maja Drvodelić
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Social Exclusion ◽  
Pedagogical Practice ◽  
Children At Risk ◽  
Childhood Education ◽  
Research Perspectives ◽  
Education And Care

Quality early childhood education and care has been the focus of interest of researchers for over half a century. Approaches to the quality monitoring and quality assurance of early childhood education and care, as well as its conceptualisation and operationalisation, have changed and developed over the decades in line with contemporary understandings of child development and learning, and in accordance with changes in the purpose and functions of early childhood education and care. The results of many relevant studies confirm that quality early childhood education and care is crucial for short-term and long-term positive outcomes in different development and learning areas, especially in the case of disadvantaged children, including children at risk of social exclusion. The aim of this paper is to present the concept of quality in early childhood education and care from various research perspectives, with special emphasis on a review of the literature on the quality of pedagogical practice aimed at children at risk of social exclusion. The paper presents the theoretical model of responding to the needs of children at risk of social exclusion in Croatian early childhood education and care. Special attention is given to the quality of pedagogical practice regarding children at risk of social exclusion, as a prerequisite for planning targeted measures and interventions directed at this group of children and their families within the Croatian early childhood education and care system. It was concluded that the key factors for quality pedagogical practice are an interdisciplinary approach of highly qualified professionals and the participation of all key stakeholders within the child’s immediate environment, as well as connection between relevant policies and practice, which are crucial for early childhood education and care quality.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

Sign in / Sign up

Export Citation Format

Share Document