Working Perspectives within Feminism and Early Childhood Education

The authors describe a model for feminist-based early childhood practice from two perspectives: the classroom teacher and the teacher educator. Using examples from their own work, the authors outline the assumptions and the principles which guide their work with children and adults. Implications for the field are discussed.

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Tecendo ideias sobre a linguagem escrita na educação infantil: Concepções, linguagens e práticas

10.31012/978-65-5861-252-0 ◽

2020 ◽

Author(s):

Andréa Pinheiro Tomaz de Carvalho

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Education ◽

Teacher Educator ◽

School Principal ◽

Written Language ◽

Curriculum Planning ◽

School Life ◽

Childhood Education ◽

The Right

To weave is intertwine wires until they become a product. This book was “woven” from the author’s research, but also from her experiences as a teacher, educator, school principal and professional trainer. The work brings us reflections and practices on access to Written Language in Early Childhood Education and other aspects that involve this process. Initially it talks about the conceptions of Childhood, teacher and Early Education that permeate their ideas. The book focuses on Written Language as one of the different languages of the child, but considers all the fields of experiences of “Base National Common Curricular (BNCC)”. And to intertwine the fundamentals that permeate Early Childhood Education, the work brings contributions about times and spaces, curriculum, planning, pedagogical records, inclusion and methodologies. Subsequently, the author brings us practical suggestions for work in Early Childhood Education ending with the pedagogy of projects, their possibilities and examples of some projects experienced as a teacher. In this book you will go through different aspects of this phase of the child’s school life, walking through the tangle that forms around this subject. The child has the right to access Written Language and knowledge at school, without, however, putting aside the right to be a child.

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Implementation of STEAM Method (Science, Technology, Engineering, Arts And Mathematics) for Early Childhood Developing in Kindergarten Mutiara Paradise Pekalongan

Early Childhood Research Journal (ECRJ) ◽

10.23917/ecrj.v2i2.9903 ◽

2020 ◽

Vol 2 (2) ◽

pp. 36-49

Author(s):

Ahmad Tabiin

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Data Collection ◽

Positive Impact ◽

Classroom Teacher ◽

Proper Solution ◽

Childhood Education ◽

Science Technology ◽

And Mathematics ◽

Children Development

Suitable education in current development is surely required for every children in order to adapt with changes that occur, this certainly need to be addressed by looking for proper solution used in early childhood learning process, because early childhood education can give great benefit in growth and development for children, it also brings great positive impact for cognitive development, physical, emotional and social in children. Early childhood education is being talked about by applying new STEAM (Science, Technology, Engineering, Arts and Mathematics.) method. This method focuses on collaboration, communication, research, problem solving, and critical thinking ability. Through this approach, children are expected, not only academically intelligent but also socially, it also can stimulate children development optimally. Research aims to find out the extent of implementation STEAM Method for early childhood developing. Method used in the research is qualitative descriptive with classroom teacher, Headmaster, and children in Mutiara Paradise Kindergarten as data source. Techniques of data collection are interview, observation and documentation. Technique of analysis and data collection are reduction, data display and conclusion drawing/verification. The result of the research shows the implementation of STEAM Method is very useful for children development, not only the children able to think critically in solving problem, but also children encounter very good social development.

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Contesting hegemony: Re-imagining masculinities for early childhood education

Contemporary Issues in Early Childhood ◽

10.1177/1463949118781893 ◽

2018 ◽

Vol 19 (2) ◽

pp. 117-130 ◽

Cited By ~ 2

Author(s):

Travis Wright

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Head Start ◽

Young Children ◽

Classroom Teacher ◽

Professional Lives ◽

Childhood Education ◽

Psychological Experiences

The purpose of this investigation is to deepen understanding of the clandestine professional lives of men who care for young children, exploring the pressure to hide parts of themselves experienced by many. The author utilizes an autoethnographic approach to examine social and psychological experiences he has navigated during his work as a classroom teacher, counselor, and researcher in urban Head Start centers. He finds that there are structural, attitudinal, social, and conceptual barriers to men being engaged in young children’s lives as educators and caregivers. In response, the author considers how dominant theories of caregiving in the field of early childhood education are informed by and inadvertently perpetuate traditional hegemonic notions of masculinity. He concludes by articulating the importance of critical praxis and disrupting hegemony, re-imagining opportunities for transformation and resilience.

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Doing Anti-Homophobia and Anti-Heterosexism in Early Childhood Education: Moving beyond the Immobilising Impacts of ‘Risks’, ‘fears’ and ‘silences’. Can We Afford Not To?

Contemporary Issues in Early Childhood ◽

10.2304/ciec.2005.6.2.7 ◽

2005 ◽

Vol 6 (2) ◽

pp. 175-188 ◽

Cited By ~ 23

Author(s):

Kerry Robinson

Keyword(s):

Social Justice ◽

Early Childhood ◽

Early Childhood Education ◽

Collaborative Research ◽

Teacher Educator ◽

Status Quo ◽

Childhood Education ◽

The Past ◽

Powerful Means ◽

The Status

This article explores the notion of ‘risk’ and the consequences of both ‘taking risks' or ‘not taking risks' in doing anti-homophobia (or anti-heterosexist) education within broader anti-bias and social justice agendas in early childhood education. Informed primarily by the author's collaborative research and experience as a teacher educator in cultural diversity and social justice issues over the past decade, this discussion focuses on the discursive and material barriers that reinforce negative readings of taking risks, within personal, institutional and societal contexts, in relation to doing anti-homophobia education with children as part of early childhood education curricula. The article explores ‘risk’ as a social construction, operating as a powerful means of societal control in order to maintain the status quo and dominant power relations that underpin societal inequalities, especially those related to the rigid binary heterosexual us/homosexual them. The question of whether early childhood educators can afford to ‘risk’ not doing anti-homophobia education as part of their anti-bias or social justice agendas becomes the pertinent issue explored in this article.

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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 ◽

Early Childhood Education ◽

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.

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