Accessing Pedagogical Territories That Can't Be Put into Words: Using Video to Build Understandings of Children's Multimodal Meaning-Making

2011 ◽  
Vol 12 (4) ◽  
pp. 385-398 ◽  
Author(s):  
Maggie Haggerty
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Action Research ◽  
Research Study ◽  
Meaning Making ◽  
Early Years ◽  
Dramatic Play ◽  
Video Recordings ◽  
Shape Learning ◽  
Early Childhood Settings

This article outlines ways in which video can further our understanding of how different modes of communication and meaning-making shape learning and learners in the early years. It focuses on a dramatic play and writing episode videoed during a three-year action research study investigating children's use of different semiotic modes in the curriculum of a New Zealand kindergarten. It highlights the capacity of video to enable closer attention to be paid to the pedagogical significance of modes such as the visual, gestural, mimetic, spatial and kinaesthetic as well as the verbal. It explores how differences in media (e.g. computer, video, book, screen) interact with differences in mode, and the ways in which the collaborative viewing of video recordings of ‘everyday’ episodes in early childhood settings, by teachers, researchers and parents, can serve as a platform for inquiry about children's meaning-making processes.

scholarly journals Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

2015 ◽  
Vol 6 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Alexandra C. Gunn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Policy Implementation ◽  
Research Work ◽  
Early Years ◽  
Curriculum Policy ◽  
Childhood Education ◽  
School Settings ◽  
Research In Education ◽  
Early Childhood Settings

Abstract This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

Young children's rough and tumble play: Developing effective policies for educators of pre-schoolers

2009 ◽  
Vol 34 (4) ◽  
pp. 13-16 ◽  
Author(s):  
Michelle T. Tannock
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Policy Development ◽  
Research Study ◽  
Effective Strategies ◽  
Effective Policy ◽  
Early Childhood Settings

This article outlines rough and tumble play of young children in early childhood settings and strategies for educators seeking to manage the play. Descriptions and a categorization of the elements of rough and tumble play observed as part of a research study are presented which serve as a foundation to interpret and manage the play. An example of effective policy development is presented in support of educators developing effective strategies to successfully incorporate rough and tumble play in their early childhood settings.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals Lessons From Research for Les Familles Exogames: A Literature Review

2016 ◽  
Vol 41 (2) ◽  
pp. 13
Author(s):  
Rachelle Blanchette Deans
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
English Language ◽  
Early Years ◽  
Educational Choices ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Petite Enfance ◽  
French Speaking ◽  
Early Childhood Settings

<p>In this article, I draw from a recent graduating project where I examined the lessons from research for <em>les familles exogames</em>. This expression is used in the French early childhood education and education sectors to refer to families where one parent is French speaking while the other has another (predominantly the English) language (Ontario Ministry of Education, 2004). The focus of this article is on parental decisions with respect to language or languages spoken at home and choices of early childhood settings and schools. Given the focus on parental choice, the inquiry question is: What does the scholarly research say about linguistic and educational choices for young children from <em>les familles exogames</em>? The inquiry centres on the linguistic and educational choices for young children from <em>les familles exogames</em> from sociocultural and ecological systems perspectives. I examine the extant literature on bilingualism and, more specifically, on bilingualism in <em>les familles exogames</em>, and I share implications from research that are meaningful to parents and early years professionals.</p><p><em>Cet article est tiré d’un projet de maîtrise où j’ai examiné les enseignements tirés de la recherche sur les familles exogames. L’expression « familles exogames » est utilisée, dans les secteurs de l’éducation et de l’éducation de la petite enfance en langue française pour désigner les familles formées d'un parent francophone et d’un parent s’exprimant dans une autre (habituellement l’anglais) langue (Ministère de l’Éducation de l’Ontario, 2004). Ce document s’intéresse notamment aux décisions que prennent les parents relativement à la langue parlée, ou aux langues parlées, à la maison ainsi qu’au choix du milieu de la petite enfance et de l’école. Puisque l’accent est mis sur le choix des parents, la question d’enquête est: Que disent les chercheurs au sujet des choix en matière de langue et d’éducation pour les jeunes enfants de familles exogames? L’enquête s’articule autour des choix linguistiques et éducatifs pour les jeunes enfants des familles exogames des points de vue socioculturel et des systèmes écologiques. J’ai ainsi passé en revue les ouvrages publiés qui traitent du bilinguisme, et plus particulièrement du bilinguisme dans les familles exogames, afin de communiquer des résultats de la recherche qui sont utiles aux parents et aux professionnels de la petite enfance. </em></p>

eye brings you another batch of the latest products and books on offerAddressing Challenging Behaviours and Mental Health Issues by Mojdeh Bayat (ISBN: 9781138012912). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathExploring Education and Childhood edited by Dominic Wyse, Rosemary Davis, Phil Jones and Sue Rogers (ISBN: 9780415841115). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathIntroducing Dialogic Pedagogy – provocations for the Early Years by E. Jayne White (ISBN: 9780415819855). Paperback. £27.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books. [email protected] Review by Martine HorvathPicture booksEncouraging Physical Development Through Movement-Play by Carol Archer and Iram Siraj (ISBN: 9781446297124). Paperback. £24.99. Published by SAGE Publications. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathStarting Inquiry-Based Science in the Early Years by Sue Dale Tunnicliffe (ISBN: 9781138778566). Paperback. £21.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathThe Camera Book: loads of things you can do with a camera by John Davis (ISBN: 9780711236448). £9.99. Paperback. Published by Frances Lincoln Children's Books. Tel: 020 7284 9300; www.franceslincoln.co.uk/[email protected] Review by Neil HentyObserving Young Children The role of observation and assessment in early childhood settings by Sandra Smidt (ISBN: 9781138823563). Paperback. £19.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine Horvath

2015 ◽  
Vol 17 (6) ◽  
pp. 54-56
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Young Children ◽  
Physical Development ◽  
Early Years ◽  
Health Issues ◽  
Mental Health Issues ◽  
Challenging Behaviours ◽  
Early Childhood Settings

scholarly journals Penggunaan Permainan Pesan Gambar Berantai untuk Meningkatkan Kosakata Bahasa Inggris Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 40-52
Author(s):  
Isitikhoroh Nurzaman ◽  
Yasbiati Yasbiati ◽  
Eka Rahmattya
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Performance Indicators ◽  
Research Study ◽  
Lesson Planning ◽  
Design Models ◽  
Learning Games ◽  
The Third ◽  
Research Study Design ◽  
Planning Implementation

This research is based on of the lack mastery of the English vocabulary in the B1 group RA AL ISTIQOMAH Cihideung in Tasikmalaya in learning English. Low mastery of English vocabulary caused by poor English vocabulary acquisition. As one of the efforts to improve English vocabulary by using picture messaging game chain. This study uses classroom action research study design models (Kemmis and Mc Taggart), which consisted of 3 cycles. At each cycle consists of four phases: planning, implementation, observation and reflection. The subjects were children RA AL ISTIQOMAH B1 group consisting of 6 boys and 5 girls. Instruments used in the form of structured observation sheet with performance indicators for each activity. Observation sheet used to assess mastery of English vocabulary by using picture messaging game chain, and to see the performance of teachers in lesson planning, implementation and use of learning games chain picture messages. From the results of the study in the first cycle, the second cycle and the third cycle there is an increase in each cycle. Based on the data that has been obtained that use serial picture messaging game can improve English vocabulary early childhood. observation and reflection.Penelitian ini dilatarbelakangi oleh rendahnya penguasaan kosakata bahasa Inggris di kelompok B1 RA AL ISTIQOMAH Kecamatan Cihideung Kota Tasikmalaya pada pembelajaran bahasa Inggris. Rendahnya penguasaan kosakata bahasa Inggris disebabkan oleh rendahnya pemerolehan kosakata bahasa Inggris. Sebagai salah satu upaya dalam meningkatkan kosakata bahasa Inggris yaitu dengan menggunakan permainan pesan gambar berantai. Penelitian ini menggunakan penelitian tindakan kelas dengan desain penelitian model (Kemmis dan Mc Taggart), yang terdiri dari 3 siklus. Pada setiap siklus terdiri dari empat tahapan yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian adalah anak kelompok B1 RA AL ISTIQOMAH yang terdiri dari 6 anak laki-laki dan 5 anak perempuan. Instrumen yang digunakan berupa lembar observasi terstruktur dengan capaian indikator pada setiap kegiatan. Lembar observasi digunakan untuk menilai penguasaan kosakata bahasa Inggris dengan menggunakan permainan pesan gambar berantai, dan untuk melihat kinerja guru dalam perencanaan pembelajaran, pelaksanaan pembelajaran dan penggunaan permainan pesan gambar berantai. Dari hasil penelitian pada siklus I, siklus II dan siklus III terdapat peningkatan pada setiap siklusnya. Berdasarkan data yang telah diperoleh bahwa penggunaan permainan pesan gambar berantai dapat meningkatkan kosakata bahasa Inggris anak usia dini.

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