Including Playful Aggression in Early Childhood Curriculum and Pedagogy

2017 ◽  
Vol 42 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Jennifer L. Hart ◽  
Michael C. Nagel
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Curriculum ◽  
Curriculum And Pedagogy ◽  
Optimal Development ◽  
Communicative Development ◽  
Early Childhood Professionals ◽  
Learning Domains ◽  
Multiple Domains ◽  
Early Childhood Settings

THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

Looking Back, Looking Forward: A Report on Early Childhood Music Education in Accredited American Preschools

2006 ◽  
Vol 54 (4) ◽  
pp. 278-292 ◽  
Author(s):  
Rachel Lee Nardo ◽  
Lori A. Custodero ◽  
Diane C. Persellin ◽  
Donna Brink Fox
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Music Education ◽  
Opportunity To Learn ◽  
The United States ◽  
National Standards ◽  
Early Childhood Curriculum ◽  
Early Childhood Professionals ◽  
Musical Practices ◽  
Education Needs

This investigation is an examination of musical practices, musical preparation of teachers, and music education needs as reported by early childhood professionals in the United States. Quantitative and qualitative data were gathered via a survey mailed to a random sample drawn from the database of preschool centers accredited by the National Association for the Education of Young Children (NAEYC). The survey was based on criteria in the MENC national standards for pre-K music (1994b) and Opportunity-to-Learn Standards-PreK Music (1994a). Returned surveys (n = 293) reflect diversity of teacher preparation in music, how and why music is used in the early childhood curriculum, and what the music education needs are in these centers. Recommendations are offered to those concerned with the music education needs of young children and their teachers.

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.

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 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>

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