The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom

Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.

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Setting Effects on Friendship Formation among Young Children with and without Disabilities

Council review ◽

10.1177/001440290206800406 ◽

2002 ◽

Vol 68 (4) ◽

pp. 503-517 ◽

Cited By ~ 63

Author(s):

Virginia Buysse ◽

Barbara Davis Goldman ◽

Martie L. Skinner

Keyword(s):

Early Childhood ◽

Young Children ◽

Children With Disabilities ◽

Statistical Significance ◽

Typically Developing ◽

Early Childhood Classroom ◽

Typically Developing Children ◽

Friendship Formation ◽

The Social ◽

The Difference

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

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At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.

Journal of Educational Psychology ◽

10.1037/edu0000380 ◽

2020 ◽

Vol 112 (2) ◽

pp. 329-343 ◽

Cited By ~ 1

Author(s):

Shayne B. Piasta ◽

Kristin S. Farley ◽

Susan A. Mauck ◽

Pamela Soto Ramirez ◽

Rachel E. Schachter ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Classroom Practices ◽

Language And Literacy ◽

Early Childhood Classroom

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Identifying the factors that influence computer use in the early childhood classroom

Australasian Journal of Educational Technology ◽

10.14742/ajet.1334 ◽

2005 ◽

Vol 21 (2) ◽

Cited By ~ 9

Author(s):

Suzy Edwards

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Computer Use ◽

Developmental Outcomes ◽

Past Research ◽

Educational Context ◽

Early Childhood Classroom ◽

Developmental Needs ◽

Childhood Education ◽

The Social

omputers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford & Whitebread, 2003; Yelland, 1999). Whilst this has been established, more recent research has begun to focus on the social and educational context in which computers are used in early childhood education (Brooker, 2003; Plowman & Stephen, 2005). An aspect of this focus involves understanding how educators conceive of, and use, computers in early childhood education classrooms. This paper reports the findings from a study aimed at examining twelve Victorian early childhood educators' experiences integrating computers into the early childhood classroom. The paper focuses on the factors the educators saw as influencing computer use in their classrooms. A total of nine factors were identified as important. The top four of these factors were examined in more detail, these being 1) the need for educators to have operational knowledge of the computer; 2) the need to select software appropriate to the children's learning and developmental needs; 3) the need for children and educators to have access to current and reliable technology; and 4) the need to actively consider where (and why) the computer would be located in the classroom.

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Formal Education, Credential, or Both: Early Childhood Program Classroom Practices

PsycEXTRA Dataset ◽

10.1037/e584762012-249 ◽

2008 ◽

Author(s):

Jennifer Anh-Thu Vu ◽

Hyun-Joo Jeon

Keyword(s):

Early Childhood ◽

Formal Education ◽

Classroom Practices ◽

Early Childhood Program ◽

Childhood Program

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OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

Edupedia ◽

10.35316/edupedia.v4i1.526 ◽

2019 ◽

Vol 4 (1) ◽

pp. 59-66

Author(s):

Khulusinniyah ◽

Farhatin Masruroh

Keyword(s):

Early Childhood ◽

Social Development ◽

Social Relationships ◽

Emotional Development ◽

Emotional Reactions ◽

Early Age ◽

Important Thing ◽

Emotion Development ◽

Social Emotion ◽

The Social

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

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The Utility of Vygotskian Behavioral Criteria in the Early Childhood Classroom: Learning from Non-compliance

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v1n1p184 ◽

2011 ◽

Vol 1 (1) ◽

Author(s):

Laura Reynolds-Keefer

Keyword(s):

Early Childhood ◽

Early Childhood Classroom ◽

Classroom Learning ◽

Behavioral Criteria

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Perceptions of Masculinity among Male Varsity Rugby Players at Queen’s

Inquiry@Queen's Undergraduate Research Conference Proceedings ◽

10.24908/iqurcp.9564 ◽

2018 ◽

Author(s):

Clare Sheasgreen

Keyword(s):

Social Power ◽

Team Sports ◽

Athletic Administrators ◽

Male Athletes ◽

University Campuses ◽

Masculine Norms ◽

The Social ◽

Varsity Athletes ◽

Sexual Cultures ◽

Rugby Players

Existing literature on the topic of sport and masculinity has suggested that male varsity athletes model more hegemonic masculine norms (Messner, 2002). In fact, athletic participation has been found to be a predictor of misogynistic and homophobic attitudes (Steinfeldt et al., 2011). It has been argued that these attitudes are further enforced by the fact that the social power possessed by male athletes receives institutional support, which can in turn influence the social and sexual cultures on university campuses (Sanday, 2007). Contact team sports have a reputation for reinforcing hegemonic masculinity more than other sports do (Messner, 2002). Rugby is a particularly aggressive and male-dominated sport (Maxwell & Visek, 2009), however the majority of studies on varsity athletics and masculinity use data from American colleges and focus on contact sports that are historically more prominent in North America such as football and hockey (Steinfeldt et al., 2011; Messner, 2002; Boeringer, 1996). I hope to add to the existing body of research by focusing exclusively on rugby at a Canadian University. To do so, I will conduct interviews with 5 men who are current players on the Queen’s varsity rugby team. I will perform a content analysis on the transcripts of the interviews to assess how male varsity rugby players at Queen’s University understand and express masculinity. I intend to distribute my findings to Queen’s athletic administrators and rugby coaching staff. The findings may contribute to leadership training that addresses gender issues in athletics at Queen’s.

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MURAL MELATIH KREATIVITAS VISUAL ANAK USIA DINI (STUDI KASUS TK FAJAR HARAPAN)

PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI ◽

10.25078/pw.v6i1.1796 ◽

2021 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

I Gde Suryawan ◽

Ida Bagus Komang Sindu Putra ◽

I Putu Suyasa Ari Putra

Keyword(s):

Early Childhood ◽

Cultural Values ◽

Visual Art ◽

Communication Theory ◽

Empty Space ◽

Visual Sensitivity ◽

Implicit Function ◽

The Social ◽

New Ideas ◽

And Function

Abstract Murals are one of the alternative media for street visual art / street visual art that functions as a forum for people's aspirations through paintings. The attractiveness of art gives a strong impression, in line with visual communication theory which assumes that the use of art in educational media is very important. One of these forms of art is a mural. The purpose and function of the mural itself is still developing today. The making of murals in early childhood schools is basically a form of utilizing empty space by incorporating educational missions, such as: as a medium for recognizing local cultural values (folklore). Because through folklore, it indirectly represents the social reality that is around us. Thus basically the implicit function of making murals in empty spaces in early childhood schools is to train students' sensitivity.The environment is a factor that can affect a child's imagination. By placing murals on the walls of early childhood schools, apart from functioning as decoration, indirectly has the function of stimulating children's sensitivity to visuals. This visual sensitivity indirectly develops children's imagination. Thus, murals can stimulate the imaginary environment or imaginary world of children that penetrate the developer of their imagination. Art will always develop, which will be the source of ideas in the process of its creation. Like children who are inspired by murals in creating their works. Seeing this, students will be more open and sensitive to the environment around us so that new ideas will emerge fresh and close to us as a source of ideas for creating works.

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