scholarly journals Choosing the right kindergarten: Parents’ reasoning about their ECEC choices in the context of the diversification of ECEC programs

2018 ◽  
Vol 9 (2) ◽  
pp. 9-32 ◽  
Author(s):  
Martina Kampichler ◽  
Jana Dvořáčková ◽  
Lucie Jarkovská
Keyword(s):  
Social Inequalities ◽  
Social Background ◽  
Child Rearing ◽  
Family Status ◽  
The Czech Republic ◽  
Childhood Education ◽  
Group Data ◽  
Child Centered ◽  
Focus Group Data ◽  
The Right

Abstract The sphere of early childhood education care (ECEC) in the Czech Republic has diversified enormously in the last decade. The article describes this diversification process and, drawing on focus group data, analyses parents’ choices within this diversified realm. Based on the parents’ selection criteria (significantly influenced by constraints and opportunities relating to social background or family status), it identifies four parental groups: pedagogical approach-centered, child-centered, facility-centered and (constrained) non-selective. The issues of ECEC diversification and parental choice are then discussed in light of Annette Lareau’s classed cultural logics of child rearing and the potential implications for the reproduction and reinforcement of social inequalities.

scholarly journals ‘Flying While Muslim’: Citizenship and Misrecognition in the Airport

2015 ◽  
Vol 3 (2) ◽  
pp. 148-170 ◽  
Author(s):  
Leda Blackwood ◽  
Nick Hopkins ◽  
Stephen D. Reicher
Keyword(s):  
Public Space ◽  
Sense Of Self ◽  
Social Consequence ◽  
Active Engagement ◽  
Social Significance ◽  
Ability To Act ◽  
Group Data ◽  
Focus Group Data ◽  
The Individual ◽  
The Right

Contemporary analyses of citizenship emphasise the importance of being able to occupy public space in a manner that does not compromise one’s sense of self. Moreover, they foreground individuals’ active engagement with others (e.g., being concerned about others) and the active exercise of one’s rights. We explore such issues through considering the psychological and social significance of having one’s various self-definitions mis-recognised in everyday social interactions. We do so through reporting interview and focus group data obtained from Scottish Muslims concerning their experience of surveillance at airports. Focussing on their accounts of how they orient to others’ assumptions about Muslim passengers, we consider what this means for our participants’ ability to act on terms that they recognise as their own and for their citizenship behaviours. Our analysis is organised in two sections. First, we examine the strategies people use to avoid painful encounters inside the airport. These include changes in micro-behaviours designed to avert contact, and where this was not possible, identity performances that are, in various ways, inauthentic. Second, we examine citizenship-related activities and how these may be curtailed in the airport. These include activities that entail the individual reaching out and making positive connections with others (e.g., through helping others) and exercising the right to criticise and complain about one’s treatment. Our analyses highlight the psychological and social consequence of identity misrecognition, and how this impacts on individuals’ abilities to act in terms of their own valued identifications and enact citizenship behaviours.

The Monster in the Room: Safety, Pleasure and Early Childhood Education

2003 ◽  
Vol 4 (3) ◽  
pp. 235-250 ◽  
Author(s):  
Alison Jones
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Focus Group ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Childhood Education ◽  
Group Data ◽  
Focus Group Data

Inspired by the work of Joseph Tobin and his book, Making a Place for Pleasure in Early Childhood Education (Yale, 1997), this article is about the necessarily uneasy and tenuous place of pleasure, desire and sensuality in early childhood education at a time when the field struggles to be identified as rule-governed and properly ‘professional’. With reference to focus group data from early childhood teachers and managers in Auckland, New Zealand, it considers what might be the comforts, and the problematic effects, of the contemporary demands for safety, and asks what kinds of pleasures are available to the modern ‘safe’ professional early childhood teacher.

scholarly journals Intelegensi dan Multiple Inteligensi

2018 ◽  
Vol 15 (2) ◽  
pp. 256-272
Author(s):  
Nehru Meha
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Multiple Intelligence ◽  
Intelligence Test ◽  
Full Potential ◽  
Childhood Education ◽  
Child Centered ◽  
The Right ◽  
Intelligence Development

Abstract: Essentially all children are smart, and intelligence of every child is different, parents and teachers only need to provide the right environment to deliver the full potential of intelligence. In the early childhood education, parent and teacher is not teaching, but are stimulating the child to their own intelligence, resulting in the child-centered learning. Stimulation can be provided by way of giving children the opportunity to become intelligent and creative. Allow the child to freely make, hold, draw, shape, or make the child’s own way and describe his own experience. When children develop imagination and intelligence, then they also can generate innovative ideas and way out in resolving the problem. One way that could turn creativity sparks of early childhood is to liberate the child to pours his thoughts. Keywords: Intelligence, Multiple Intelligence, Intelligence Development, and Intelligence Test.

scholarly journals Using metaphor to illuminate quality in early childhood education

2020 ◽  
Vol 45 (2) ◽  
pp. 197-210
Author(s):  
Marianne Fenech ◽  
Linda J Harrison ◽  
Fran Press ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
High Quality ◽  
Childhood Education ◽  
Group Data ◽  
Focus Group Data

This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that can highlight tangible and intangible quality contributors, how these contributors link together and the contextual specificity from which quality in individual early childhood education settings emanates.

scholarly journals MODERN PARENTS’ PERCEPTIONS OF DEMANDS, ENCOURAGEMENT, AND PUNISHMENT AS COMPONENTS OF CHILD REARING

2020 ◽  
Vol 53 (3) ◽  
pp. 169-182
Author(s):  
M.V. Safonov ◽  
Keyword(s):  
Social Representations ◽  
Child Rearing ◽  
Social Perceptions ◽  
Main Task ◽  
Raising Children ◽  
Mandatory Education ◽  
Child Centered ◽  
Psychological Assistance ◽  
Good Learning ◽  
The Right

Statement of the problem. Solving the problem of psychological and pedagogical support of parents requires studying the request for psychological assistance from their side. In our opinion, this can be done by studying the social perceptions of modern parents about various aspects of the phenomenon of parenthood. The purpose of the article is to describe the semantic core of modern parents’ ideas about encouragement, punishment, and requirements as components of raising children in the family. Materials and methods. The research methodology is presented by the concept of social representations by S. Moscovici, as well as synthesized research in the field of social representations by Russian and foreign scientists (K.A. Abulkhanova-Slavskaya, G.M. Andreeva, E.Y. Artemyeva, M.I. Volovikova, T.P. Yemelyanova,L.G. Pochebut, J.K. Abrik, P. Verges, D. Jodle). Research results. The analysis of the results shows that the semantic core is the idea that the main task and responsibility of parents is to educate the child, and for this they can use methods of encouragement and punishment, moreover, they have the right to control and punish the child. The main tasks of different methods of education (requirements, prohibitions, punishments, incentives) is maintaining the authority of parents, taking care of the child’s safety, encouraging good behavior, good learning, and obedience of the child. These ideas tend to the traditional Russian understanding of the parent as an educator. Along with this, there is an appearance of ideas about non-mandatory education, the need to develop an educational strategy, and the need to avoid child-centered behavior. Conclusion. The results of the study allow us to make a request for the content of psychological and pedagogical support for parents within the educational system and psychological assistance services. Knowledge of modern parenting’s social concepts of parenting methods allows parents to develop education that is appropriate to their characteristics and needs.

scholarly journals Quantified Nostalgia: Social Media, Metrics, and Memory

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110088
Author(s):  
Benjamin N. Jacobsen ◽  
David Beer
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Qualitative Interviews ◽  
The Past ◽  
Group Data ◽  
Focus Group Data ◽  
Social Media Platforms ◽  
Memory Practices ◽  
The Relationship

As social media platforms have developed over the past decade, they are no longer simply sites for interactions and networked sociality; they also now facilitate backwards glances to previous times, moments, and events. Users’ past content is turned into definable objects that can be scored, rated, and resurfaced as “memories.” There is, then, a need to understand how metrics have come to shape digital and social media memory practices, and how the relationship between memory, data, and metrics can be further understood. This article seeks to outline some of the relations between social media, metrics, and memory. It examines how metrics shape remembrance of the past within social media. Drawing on qualitative interviews as well as focus group data, the article examines the ways in which metrics are implicated in memory making and memory practices. This article explores the effect of social media “likes” on people’s memory attachments and emotional associations with the past. The article then examines how memory features incentivize users to keep remembering through accumulation. It also examines how numerating engagements leads to a sense of competition in how the digital past is approached and experienced. Finally, the article explores the tensions that arise in quantifying people’s engagements with their memories. This article proposes the notion of quantified nostalgia in order to examine how metrics are variously performative in memory making, and how regimes of ordinary measures can figure in the engagement and reconstruction of the digital past in multiple ways.

Monitoring of pesticides in drinking water: finding the right balance between under- and over-monitoring – experience from the Czech Republic

2021 ◽  
Author(s):  
Filip Kotal ◽  
František Kožíšek ◽  
Hana Jeligová ◽  
Adam Vavrouš ◽  
Daniel Gari Wayessa ◽  
...  
Keyword(s):  
Drinking Water ◽  
Czech Republic ◽  
Water Supply ◽  
The Czech Republic ◽  
The Right

The modern, risk-based approach requires that only those pollutants which are likely to be present in a given water supply should be monitored in drinking water. From this perspective, defining...

scholarly journals When the Kids Are Not Alright: School Counseling in the Time of COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110336
Author(s):  
Mandy Savitz-Romer ◽  
Heather T. Rowan-Kenyon ◽  
Tara P. Nicola ◽  
Emily Alexander ◽  
Stephanie Carroll
Keyword(s):  
Postsecondary Education ◽  
School Counselors ◽  
Role Expectations ◽  
Mixed Methods Study ◽  
Concerted Effort ◽  
Social Emotional ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
American Children

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

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