scholarly journals Głos dziecka w przedszkolu – między swobodą wypowiedzi a milczeniem

2018 ◽  
Vol 40 (1) ◽  
pp. 95-104
Author(s):  
Anna Babicka-Wirkus ◽  
Maria Groenwald
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Practice ◽  
Qualitative Studies ◽  
Childhood Education ◽  
Presence And Absence ◽  
Education Process

The article addresses the problems of presence and absence of child’s voice in kindergarten and their significance for the development of critically thinking entities/citizens. On the basis of our qualitative studies, two separate ways of perceiving the significance of nonadults’ voice in the early childhood education process have emerged. The first one, relating to the affirmation of free child expression, is typical for personal declarations of young educators. The second way is about practising children’s silence in kindergarten and it characterises the events described by aspiring teachers, witnessed during their professional practice. On this basis, we have identified the mechanism of inclusion and the mechanism of exclusion of child’s voice in kindergarten.

scholarly journals Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 52-72 ◽  
Author(s):  
Nikki Fairchild
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Practice ◽  
Teacher Practices ◽  
Developmentally Appropriate ◽  
Assessment Practices ◽  
Childhood Education ◽  
Recording Process ◽  
Education And Care

Education has increasingly been consumed by neoliberal expectations that result in the need for data to be collected to justify regulative, pedagogical, curricular, and teaching practices. The marketisation of higher education requires more quantitative measurement of student attainment and progress which impacts on pedagogy and provision. Working with Karen Barad's theorisations of spacetimemattering, agential cuts, intra-action, and diffractive analysis, I draw on research with Early Childhood Education and Care (ECEC) teachers who were working and concurrently studying on a degree programme. Empirical data was generated from a focus group discussing the influences of data recording software on the teachers and their professional practice, the devices used as part of the recording process, and the curricular expectations during children's assessment. Scholars have argued that the need to ensure children meet developmentally appropriate milestones in ECEC can lead to performative, technicist teacher practices driven by data and that these practices may result in datafication and ‘dividual’ subjectivities ( Deleuze 1992 ). Entangling with material-discursive productions between ECEC teachers and ‘data’ provides a new contribution to understanding the influence of other-than-human bodies on the process of dividualisation and its impact on professional practice. Although focussing on ECEC teachers and their assessment practices, the outcomes of the analysis are connected to higher education, which is facing similar pressures for student progress. In line with the theme of this issue of Somatechnics, I discuss how putting to work Barad's agential realism can articulate and rethink both human and other-than-human matterings by revealing how some ‘agential cuts’ reinforce deficit dividual discourse. In turn, this can help us move beyond datafication and dividual practice.

scholarly journals Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

2018 ◽  
Vol 19 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Anna Rigmor Moxnes ◽  
Jayne Osgood
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Professional Practice ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Childhood Education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.

scholarly journals Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education

2020 ◽  
Vol 52 (3) ◽  
pp. 267-280
Author(s):  
Anne Kultti ◽  
Niklas Pramling
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Practice ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Rhetorical Strategy ◽  
Childhood Education ◽  
Experience Teaching ◽  
Teachers And Students ◽  
Diverse Groups

AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.

scholarly journals Love as an act of resistance: Ethical subversion in early childhood professional practice in England

2020 ◽  
pp. 146394912093229
Author(s):  
Lynette Morris
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Practice ◽  
Deep Understanding ◽  
Structured Interviews ◽  
Care Needs ◽  
Emotional Labour ◽  
Childhood Education ◽  
Education And Care ◽  
The Individual

Challenging the conventional binary of morality and subversion as opposing forces, this article presents a new construct of ethical subversion in early childhood education and care professional practice. The conceptual framework combines constructs of emotional labour and care ethics, and theorising on power and subversive tactics. Text generated from focus group discussions and individual semi-structured interviews with graduate early childhood education and care practitioners provides the concrete corpus for Foucauldian discourse analysis. Critical analysis elucidates how, on the one hand, practitioners working in England experience ethical boundaries reflecting dominant discourses, while, on the other, they feel morally committed to care responsively even if it contravenes rule-based ethics. Ethical subversion is born from both reason and emotion: these are acts of loving disobedience by experienced practitioners who possess a deep understanding of risk and the critical implications of their rule-bending. Ethical subversion is relational and individualistic, supporting a care pedagogy focusing on the individual care needs of young children. Conceptualisation of ethical subversion raises important issues in the areas of ethics, management and professionalism: ethical subversion is constructed as a powerful phenomenon, with potential for effecting positive transformation in the lives of children and their families, while simultaneously augmenting constructs of professionalism in early childhood education and care in England.

scholarly journals Educação Infantil: sentidos construídos por Tutoras Virtuais sobre o lugar do Estágio na formação de professores a distância

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 137
Author(s):  
Aline Sommerhalder ◽  
Luana Zanotto ◽  
Camila Marques Dos Santos
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Virtual Mentoring ◽  
Childhood Education ◽  
Research Questions ◽  
Education Process

ResumoO artigo apresenta parte de um estudo concluído em um curso de Pedagogia, na modalidade de educação a distância de uma universidade pública federal, que aderiu ao Sistema Universidade Aberta do Brasil. Teve como questões de pesquisa: Que sentidos tutores virtuais em exercício apresentam sobre o Estágio Curricular Supervisionado em Educação Infantil, no processo de formação inicial de professores? Para tutores virtuais, que lugar esse Estágio ocupa no processo de formação inicial para a docência na educação infantil? A investigação anunciou as possibilidades formativas do Estágio e alguns de seus limites na formação inicial de professores. Foram sujeitos sete tutoras virtuais em exercício na disciplina “Estágio Supervisionado em Educação Infantil”. De abordagem qualitativa, o estudo fez uso de questionário e da análise de conteúdo. O Estágio apresentou-se como momento formativo no processo de reflexão de aprendizagens relativas à docência na educação infantil e ocupou um lugar de interlocução teoria e prática. Entre os limites, tem-se o tempo para convivência em estágio e as interações de alunos-professores no Moodle.Palavras-chave: Estágio curricular supervisionado; Tutoria virtual; Formação de professores de educação infantil; Educação à distância.Supervised Internship in Early Childhood Education: meanings constructed by Virtual tutors about of internship in distance teacher educationAbstractThis article presents part of a study undertook in an undergraduate course in pedagogy, in the modality of distance education of a public university, which adhered the Sistema Universidade Aberta do Brasil. The research questions were: Which meanings virtual tutors in duty present about the Supervised Stage in Early Childhood Education in the initial education process of teachers? For virtual tutors, which place does this stage take in the initial education process of teachers in early childhood education? The research has announced the formation possibilities of the stage and some of its limits in initial teacher education. Seven virtual tutors were participants in duty in “Estágio Supervisionado em Educação Infantil” discipline. Of qualitative approach, the study used a questionnaire and content analysis. The supervised intership presented as a formative moment in the learning process of reflection related to the teaching in early childhood education and has occupied a place of interlocution of theory and practice. Among the limits, we have the time to the acquaintanceship in the intership and interactions of students-teachers in Moodle.Keywords: Curricular supervised intership; Virtual mentoring; Teacher education for early childhood education; Distance education.

scholarly journals Analysis of teachers’ understanding of child-centered approach implementation in pre-school

2015 ◽  
Vol 1 ◽  
pp. 358
Author(s):  
Jana Grava
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education ◽  
Child Interaction ◽  
Teaching Content ◽  
Child Centered ◽  
Education Process ◽  
Pedagogical Approaches

The pre-school education includes teaching content and methods, which ensures development of inquisitiveness, initiative and independency. This encourages child to explore skills, solve tasks and make decisions independently. That makes up the ability to think flexibly and be able to use knowledge in different life situations. Such conditions in education meet the guidelines of child-centered pedagogical approaches. Though the majority of preschools present themselves as supporting the child-centered approach, the conclusion is that the term "child-centered approach" is variously understood and interpreted. It makes variety of assumptions about early childhood education process. This article explores teachers' understanding of the factors which determines the childcentered approach, emphasizing the need to respect the interests of a child, to acquire the skills to select and solve problems. Basically, it is provided by adult and child interaction, based on a meaningful and respectful cooperation as a result of developing a child's selfexperience.

scholarly journals Teori Pendidikan Keluarga dan Tanggung Jawab Orang Tua dalam Pendidikan Anak Usia Dini

Nadwa ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 245
Author(s):  
M. Syahran Jailani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Environment ◽  
Family Education ◽  
Main Task ◽  
Next Generation ◽  
Review Of The Literature ◽  
Childhood Education ◽  
The Family ◽  
Education Process

<p>This paper describes the responsibilities of parents in early childhood education. From the review of the literature it is known that the family environment be-comes a major place of a child to education. Father and mother in the family becomes the first educators in the process of development of a child's life. Par-ents do not just build a relationship and do various family for reproductive pur-poses, continue descent, and establish affection. The main task of the family is to create buildings and atmosphere of family education process so that the next generation of intelligent and noble generation as a solid footing in the tread life and the journey of human children. The fact is supported by the findings of the theories that support the importance of family education as the first basic educa-tion of children.<br /> <br /><strong>Abstrak</strong></p><p>Makalah ini menjelaskan tanggung jawab orang tua dalam pendidikan anak usia dini. Dari kajian literatur diketahui bahwa lingkungan keluarga menjadi tempat yang utama seorang anak memperoleh pendidikan. Ayah dan ibu dalam keluarga menjadi pendidik pertama dalam proses perkembangan kehidupan anak. Orang tua tidak sekedar membangun silaturahmi dan melakukan berbagai tujuan berkeluarga untuk reproduksi, meneruskan keturunan, dan menjalin kasih sayang. Tugas utama keluarga adalah menciptakan bangunan dan suasana proses pendidikan keluarga sehingga melahirkan generasi yang cerdas dan berakhlak mulia sebagai pijakan yang kokoh dalam menapaki kehidupan dan perjalanan anak manusia. Kenyataan tersebut ditopang temuan teori-teori yang mendukung pentingnya pendidikan keluarga sebagai dasar pertama pendidikan anak-anak.<br /><br /></p>

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