scholarly journals Fairy Tale Protagonists in the Early Childhood Education Field in the Perspective of Children

2020 ◽  
Vol 43 (1) ◽  
pp. 137-152
Author(s):  
Magdalena Kaliszewska-Henczel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Childhood Education ◽  
Starting Point ◽  
Literary Art ◽  
Education Field

Summary The paper explores the nature of fairy tales’ protagonists in a traditional literary fairy tale and in the modern one from the perspective of pupils who are from seven to ten years old. The fairy tales are often being used in the early childhood education field as the starting point for school plays, as play themes or as a ‘background’for language, science or mathematics activity. Children’s symbolic perception of the fairy tales’ characters and their relationships reveals that there is a way of pupils’ reception of texts in which those texts are treated (and analysed) as a work of literary art. The article presents the results of research, in which – through the application of a non-verbal method – children indicated the interactions between Cinderella from the traditional literary fairy tale and a daisy from Hans Christian Andersen’s story (The Daisy).

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

“Caballito blanco, ¡vuelve pa’ tu pueblo!”: Troubling and reclaiming the historical foundations of Chilean early childhood education

2017 ◽  
Vol 7 (2) ◽  
pp. 159-178 ◽  
Author(s):  
Ximena Galdames Castillo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Curriculum And Pedagogy ◽  
Childhood Education ◽  
Education And Care ◽  
History Of ◽  
Global North ◽  
The Relationship ◽  
Over Time ◽  
Education Field

In accordance with the white patriarchal foundations of the early childhood education field of the global north, Chile’s early childhood education has a colonial and androcentric origin which has been left unquestioned. Reviews of Chilean early childhood education omit/ignore other socio-political agendas, such as class, gender, and ethnicity that still shape the current landscape. This article reconstructs the foundations of Chilean early childhood education through a reconceptualized mestiza history of the present. This approach challenges the neutrality of Chilean early childhood education and seeks to reclaim it by examining the underpinning regimes of truth that re-colonize children and women moving within and inhabiting the field. Analyses show how two main strands shape(d) early childhood education and care: social (and currently, multiagency) policies, and curriculum and pedagogy. The relationship between these strands has been recursive and contradictory and overlapping over time. However, their mixture creates an illusion of literal transposition as a syncretic effect, which under close examination exposes its fault lines.

Trust, Empathy and Time: Relationship Building with Families Experiencing Vulnerability and Disadvantage in Early Childhood Education and Care Services

2017 ◽  
Vol 42 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Wendy Roberts
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpretative Phenomenological Analysis ◽  
Social Inclusion ◽  
Structured Interview ◽  
Relationship Building ◽  
Childhood Education ◽  
Care Services ◽  
Starting Point ◽  
Education And Care

THIS ARTICLE IDENTIFIES some key enablers and barriers in early childhood education and care (ECEC) environments in Australia encountered by early childhood educators and professionals (ECEPs) and by the children and their families experiencing vulnerability and disadvantage. Improving educational outcomes can change the cycle of disadvantage for children and their families. This research asks both the providers and users of services concurrently about what they think is important and effective. This qualitative case study used Interpretative Phenomenological Analysis (IPA) to analyse semi-structured interview data gathered from 30 families and their children and 33 qualified ECEPs. The research focused on the enablers and barriers around social inclusion, access, participation and engagement at the different levels of system, service, children and their families, and ECEPs. The study found that the participant groups shared an understanding that empathy, trust and time proved key to relationship building as a starting point in addressing some of the key barriers. Social inclusion, access, participation and engagement are key to early learning success in early childhood—a time integral to overall health, wellbeing and future role in society. This study has led to the development of a new model for engagement and relationship building.

scholarly journals Constructing deficit data doppelgängers: The impact of datafication on children with English as an additional language

2019 ◽  
Vol 21 (3) ◽  
pp. 253-265 ◽  
Author(s):  
Mandy Pierlejewski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Communication Skills ◽  
Childhood Education ◽  
Number Of Children ◽  
Starting Point ◽  
Education And Care ◽  
The Impact ◽  
British Culture

In this article, an evaluation of the English early childhood education context reveals children constructed as data. The complex, chaotic and unpredictable nature of the child is reconstituted in numerical form – a form which can be measured, compared and manipulated. Children are reconceptualised as data doppelgängers, ghostly apparitions which emulate the actual embodied child. The focus of early childhood education and care thus moves from child-centred to data-centred education. The author specifically focuses on the impact of this aspect of the performative regime on children who have English as an additional language – an under-researched area in the field. Foucault’s work on governmentality is used as a theoretical lens through which to understand the process of datafication. The author uses a composite child, generated from a number of children from her experience as a teacher, as a starting point for discussion. This reveals children as disadvantaged, as their home languages are no longer used to assess communication skills. Their data doppelgängers are not useful to the teacher as they are unable to demonstrate a Good Level of Development – a key measure of school readiness in English policy. The author argues that in post-Brexit-vote Britain, subtle changes to early childhood education increase disadvantage, promoting white, British culture and thus marginalising those from other cultures.

scholarly journals DA EDUCAÇÃO INFANTIL AO ENSINO FUNDAMENTAL – APONTAMENTOS SOBRE A FORMAÇÃO DOCENTE AOS ACONTECIMENTOS COMO POTENCIALIDADE PARA OS ENCONTROS E SENTIDOS FROM CHILDREN EDUCATION TO FUNDAMENTAL TEACHING - PRESENTATIONS ON TEACHER TRAINING TO EVENTS AS POTENTIALITY FOR MEETINGS AND MEANINGS

RevistAleph ◽  
2018 ◽  
Author(s):  
Letícia Santos Da Cruz
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Teaching Practice ◽  
Childhood Education ◽  
Transitional Process ◽  
Starting Point ◽  
Children Education

O texto apresentado toma como ponto de partida o processo transitório da Educação Infantil para o Ensino Fundamental a fim de compreender como a formação pode contribuir para o estabelecimento de diálogos. Baseia-se nas contribuições de Cruz (2012) e Saviani (2007) para abordar o caráter da pedagogia em sua dimensão teórica e prática e, Nóvoa (2017), no sentido de olharmos para a prática docente comoposições entre os sujeitos e seus conhecimentos, assim como em demais autores relevantes. Propõe que a prática docente, no processo de transição da Educação Infantil para o Ensino Fundamental, instaure possibilidades significativas ,  configurando-se como acontecimentos em transição e nestes, estabeleça potencialidades da prática nos encontros em espaços de enunciações. The text presented takes as a starting point the transitional process from Early Childhood Education to Elementary Education in order to understand how training cancontribute to the establishment of dialogues. It is based on the contributions of Cruz (2012) and Saviani (2007) to approach the character of pedagogy in its theoretical andpractical dimension, in Nóvoa (2017) in order to look at teaching practice as positions between subjects and their knowledge, as well as in other relevant authors. It proposes that the teaching practice in the process of transition from Early Childhood Education to Elementary Education establishes significant possibilities as events in transition, in these, the potentiality of practice lies in the meetings in spaces of enunciations.

scholarly journals The Parents’ Values of Early Childhood Education and Care in Russia: Discovering the Dimensions via Coding and Category Clustering

2017 ◽  
Author(s):  
Olga Savinskaya
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Competence ◽  
Social Institution ◽  
Emotional Climate ◽  
Scientific Debate ◽  
Childhood Education ◽  
Social Burden ◽  
Starting Point ◽  
Education And Care

In this study I explore parents’ perceptions of kindergarten as a social institution for the provision of early childhood education and care (ECEC). Global reforms of this important part of the welfare state are a starting point for the research. Redefining welfare ideology and minimizing the social burden on the state leads to the public and scientific debate about the value of early childhood education and its role in investing in human development. In-depth interviews with 30 mothers were analyzed by coding and category clustering. The results show that parents understand the service provided by a kindergarten as complex, aimed primarily at daytime children’s education and development in a specifically organized educational space performed by professional educators. The greatest parental value is children’s opportunity to be socialized or "learn how to communicate," to resolve conflicts and to find compromises, and to relate their behavior with group-mates and peers followed by the development of life skills, surviving with routines, as well as the associated skill initiative. At the same time, the main professional competence of the educator is seen in her/his ability to create a positive emotional climate, an atmosphere of openness for the realization of a child’s individuality and to create a space for comfortable communication with parents.

scholarly journals Determining PAUD Teachers’ Capability To Develop Sociable Learning Model Through Traditional Sundanese Games.

2021 ◽  
Vol 1 (3) ◽  
pp. 253-260
Author(s):  
Solihin Ichas Hamid ◽  
Tuti Istianti ◽  
Mohamad Helmi Ismail
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Perceptions ◽  
Learning Model ◽  
Social Citizenship ◽  
Behavioral Skills ◽  
Childhood Education ◽  
Starting Point ◽  
The Social ◽  
Data Collections

The application of the Sociable Learning Model has strong relevance as a solution to the problem of early childhood social behavior these days. Meanwhile, the role of Early Childhood Education teachers who have crucial value for Early Childhood cannot be well maximized due to the various restrictions as an effort to handle COVID-19 cases in Indonesia. The implementation of training on the development of the Sociable Learning Model through Traditional Sundanese Games in West Java requires a mapping foundation of the teacher's experiences so that it can provide some meaningful and appropriate resources for further treatments. To accommodate the required data collections, the holding of the workshop is needed to accommodate the variety of teacher's perceptions on the Social Citizenship development efforts in the Early Childhood Education setting that can be a starting point to find out the teacher's basic understanding of the development of social civic behavior in PAUD. The exploration effort is has been carried out by spreading questionnaires to workshop participants to collect various teacher perceptions related to innovations in the development of Social Citizenship Behavioral Skills (PrSKn) based on traditional Sundanese games.  Keywords: PrSKn, Sundanese traditional games, Teachers' Competency.

scholarly journals EARLY CHILDHOOD EDUCATION IN NIGERIA, POLICY IMPLEMENTATION: CRITIQUE AND A WAY FORWARD

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Nkechi Obiweluozor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy Implementation ◽  
Educational System ◽  
National Policy ◽  
Childhood Education ◽  
Starting Point ◽  
Private Participation ◽  
The Government ◽  
National Policy On Education

Early childhood education is a starting point for a child’s development and the key foundation of the Nigerian Educational System. This type of education is recognized by the Nigeria National Policy on Education (FRN, 2012). In the National Policy provisions were made stating the objectives and guidelines taken by the government to achieve meet early childhood education goals. This policy encourages and endorses private participation in the provision of pre-primary education. This article examines the implementation of the policy, pointing out the purposes of early childhood education, achievements made so far, current problems, and recommendations to address these problems.

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