A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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On the Importance of Random Education to Preschool Education

Lifelong Education ◽

10.18282/le.v9i5.1249 ◽

2020 ◽

Vol 9 (5) ◽

pp. 194

Author(s):

Qisheng Dou ◽

Shouwei Li

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

External Environment ◽

Preschool Education ◽

Multiple Perspectives ◽

Childhood Education ◽

Quality Of Learning

Because young children are young, their thinking and attention tend to show random characteristics when they are exposed to new things, and they are very vulnerable to the external environment and their own emotions. When children are attracted, their own thinking and awareness will be more active, their language expression will be more vivid, and the quality of learning can be better improved. Therefore, this article explores the specific ways of random education in early childhood education from multiple perspectives, hoping to enable children to achieve better development.

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Listening to Young Children: A Mosaic approach

SFU Educational Review ◽

10.21810/sfuer.v12i2.932 ◽

2019 ◽

Vol 12 (2) ◽

pp. 64-78

Author(s):

Poh Tan

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Educational Settings ◽

Research Activity ◽

Children’S Perspectives ◽

Childhood Education ◽

Mosaic Approach ◽

Researching With Children

The inclusion of children’s responses in research of educational settings are important and have been described as a pertinent tool to understand and be aware of children’s perspectives that adults may not be aware of (Lundqvist, 2014). Sheridan (2011) further expresses that the “evaluation of quality of early childhood education must include the voices of children” and is an essential part of the overall understanding of early childhood education. The responses and voices of young children reflect diverse forms of communicating, representing and interpreting their thoughts and emotions. This paper will present some models that can help guide the researcher to make decisions about how a child can participate in the research activity. Specifically, I will describe the use of an ethnographic combined with Clark and Moss’s Mosaic approach to researching with children.

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The influence of perception on the provision of early childhood education in the Kumasi Metropolis of Ghana

African Educational Research Journal ◽

10.30918/aerj.91.20.142 ◽

2021 ◽

Vol 9 (1) ◽

pp. 179-188

Author(s):

Samuel Oppong Frimpong ◽

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Developmentally Appropriate ◽

Early Years ◽

Childhood Education ◽

Child Friendly ◽

The Right ◽

Future Education

An individual is born with millions of neurons and the quality of the experiences he/she will have at the early years can potentially determine the future life of that person. This makes quality early childhood education pivotal. However, the perception people have about this influence how they prepare themselves to provide that quality early childhood education for young children. Thus, this qualitative research purposively sampled 26 participants to elicit their views about the perception they have about the criticality of early years experiences and how the perception influenced how they were providing the early childhood education within the Kumasi metropolis of Ghana. Data in the form of interview were analysed thematically. The study found that experiences through the early childhood education are criticality serving as the foundation for future education. The study also found that developmentally appropriate infrastructure (such as tables and chairs sized to the height of learners, spacious and well-ventilated classroom), teachers who are specifically trained in early childhood education and child friendly pedagogy should be in place to ensure quality early childhood education and that how early childhood education was perceived greatly influenced how it was provided. The recommendations based on the findings are that, there should be more advocacy by teachers and headteachers on the criticality of early years experiences to ensure people’s sufficient appreciation for quality early childhood education for young children. Importantly, early childhood education should be completely detached from the primary and basic school to enable it receive the due attention and the needed provision. Individuals with the right perception should be engaged with the provision of ECE.

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‘… For the love of children and the joy of childhood’: The reported values, beliefs and practices of male practitioners in England

Journal of Early Childhood Research ◽

10.1177/1476718x15577005 ◽

2016 ◽

Vol 14 (4) ◽

pp. 407-430 ◽

Cited By ~ 3

Author(s):

Charlotte Estella Jones

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Care Staff ◽

Online Questionnaire ◽

Childhood Education ◽

Life Chances ◽

Education And Care ◽

Positive Experiences

Increased attention has been paid to qualifications and training of early childhood education and care staff in order to improve the quality of the service they provide. However, less attention has been paid to the demographics of the workforce itself. Men have consistently made up 2 per cent of the early childhood education and care workforce. Research on their experiences within the workforce is lacking and therefore their work with young children largely unreported. Drawing on data collected from an online questionnaire, this article will explore the reported values, beliefs and experiences of male practitioners working with children aged 0–5 years. Bourdieu’s theories on habitus, capital and field were utilised as a means of interrogating data gathered to consider influences shaping life chances and practices of men working with young children. Participants shared extremely positive experiences of their current work; however, the findings reflected the need to reconsider the extent to which our cultural conceptions of gender roles and identities have changed in the sphere of early childhood education and care in the 21st century.

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Standpoints on quality: Listening to children in Verona, Italy

Australasian Journal of Early Childhood ◽

10.1177/183693911203700204 ◽

2012 ◽

Vol 37 (2) ◽

pp. 19-26 ◽

Cited By ~ 10

Author(s):

Deborah Harcourt ◽

Valentina Mazzoni

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Childhood Education ◽

Rights Of The Child ◽

Mosaic Approach ◽

Children’S Views ◽

Early Childhood Settings ◽

Children’S Accounts

EARLY CHILDHOOD RESEARCH and policy, globally, are focusing increasingly on issues of ‘quality’ in early childhood education. However, much of the focus to date has been on adult notions of quality, with little attention being devoted to children's accounts. Conducted in the context of early childhood education in Verona, Italy, this study offers children's views of quality in two early childhood classrooms. Informed by the participation mandates of the United Nations Convention on the Rights of the Child (UN, 1989) and a sociological conceptualisation of child competences (Mayall, 2002; Smith, 2007), the research methodology draws on the mosaic approach (Clark & Moss, 2001) whereby children's photography, mapping and conversations were used to represent indices of the quality of their early childhood settings. The data in this study was generated with the understanding that young children are competent to articulate their ideas by using a range of symbolic literacies. The children formed opinions about their prior-to-school experience, particularly about their teachers, and gave a clear and articulate indication of what constitutes good quality. The findings point to the importance young children place on their relationships with their teachers, and the moral, ethical and social justice implications. In conclusion, the study calls for those engaged with children, particularly teachers, to take affirmative action on children's contributions to our understanding of quality.

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Review of Perspectives on Early Childhood Education: Growing with Young Children Toward the 21st Century.

Contemporary Psychology ◽

10.1037/032827 ◽

1993 ◽

Vol 38 (11) ◽

pp. 1238-1238

Author(s):

Terri Gullickson ◽

Pamela Ramser

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

21St Century ◽

Childhood Education

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Social Investment and Childcare Expansion

10.1093/oso/9780198790488.003.0010 ◽

2017 ◽

Author(s):

Margarita León

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Perfect Match ◽

Preschool Education ◽

Conceptual Level ◽

Social Investment ◽

Trade Off ◽

Childhood Education ◽

Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

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