scholarly journals How do Specific Conditions Shape Values of Undergraduate Early Childhood Education Students in Slovenia?

2021 ◽  
Vol XIX (3) ◽  
pp. 525-540
Author(s):  
Marta Licardo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Undergraduate Students ◽  
Work Experience ◽  
Full Time ◽  
Education Students ◽  
Childhood Education ◽  
Study Programme ◽  
Part Time ◽  
Time Part

The purpose of the study is to examine the early childhood education students’ values and what are the differences in the students’ values in specific conditions related to social environment. The values of undergraduate students who study early childhood education are very important for professional development and practice. The purpose of this study is to determine, if their values change during their study programme; which values are more important to the students; and what are the differences in the students’ values in terms of the type of study (full time/part time), years of study, age, work experience and work status. Results indicate that employed students have higher scores on other-centred values than unemployed students, older students express more others-centred values than younger students, while in self-centred values there are no age differences. Students who have more work experience express more others-centred values and students who study longer express more others-centred values than fresh students, while in self-centred values differences by years of study do not occur. These results reveal important changes in the hierarchy of values related to measured variables and interplay between various conditions.

scholarly journals Å gi rom for muslimske barns utprøving av faste i barnehagen

Prismet ◽  
2019 ◽  
Vol 70 (4) ◽  
pp. 311-326 ◽  
Author(s):  
Katrine Giæver
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Key Words ◽  
Life Stories ◽  
Religious Diversity ◽  
Religious Practices ◽  
Education Students ◽  
Childhood Education ◽  
Part Time

I denne artikkelen utforskes muligheten til å gi rom for barns livshistorier knyttet til religiøse praksiser i barnehagen. I lys av en fokusgruppesamtale om barnehagebarn som vokser opp i hjem med muslimske praksiser, diskuteres det hvorvidt barns livshistorier gis begrenset plass når de kommer i konflikt med personalets forståelse av hva som er barns grunnleggende behov. Fokusgruppen besto av barnehagelærerstudenter som jobbet deltid i barnehage, og barns tilnærming til ramadan og faste ble brukt som eksempel på praksiser som kan oppleves utfordrende i barnehagen. Diskusjonen har utgangspunkt i Hannah Arendts teorier om livshistorier og Mikhail Bakhtins diskursteori. Avslutningsvis foreslås noen alternative måter til å gi plass til ulike livshistorier knyttet til kulturelt og religiøst mangfold i barnehagen. Nøkkelord: Barnehage, muslim, Islam, faste, diskurser, livshistorier   This article explores possibilities to embrace children's life stories connected to religious practices in kindergarten. In the light of a focus group conversation about children who grow up in homes with Muslim traditions, the author discusses the consequences when children's life-stories conflict with practitioners' understanding of children's fundamental needs. The focus group consisted of early childhood education students who worked part-time in kindergarten, and children's approach to Ramadan and fasting was used as an example of practices that were experienced as challenging in kindergarten. The discussion draws on aspects of Hannah Arendt and Bakhtin’s theorisations concerning life-worlds and discourses. In conclusion, some alternative ways of including diverse life-stories connected to cultural and religious diversity are suggested.   Key words: Kindergarten, Muslim, Islam, fasting, discourses, life stories.

Music Education in Training Early Childhood Education Teachers in the Context of Jerome Bruner’s System of Representations. Its Purpose and Teaching Methodology Modification for Remote Work

2020 ◽  
Vol 15 ◽  
pp. 263-277
Author(s):  
Tomasz Dolski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Developmental Psychology ◽  
Teaching Methodology ◽  
Remote Work ◽  
Education Students ◽  
Proper Understanding ◽  
Childhood Education ◽  
Practical Nature

The article consists of two parts. The first presents the implications for training early childhood music education teachers which arise from the theory of developmental psychology concerning Jerome Bruner’s system of representations. The author strives to point out that their proper understanding appears to be essential to building a good teaching foundation for working with early childhood education students. With reference to the theory in question, the second part of the article discusses a modification of selected methods of conducting music education at the indicated stage of education in relation to the challenges connected with the necessity to work remotely. The author discusses examples of methodology in detail and suggests modifications. The aim of such treatment of the matter is to demonstrate that it is possible to retain the practical nature of educational efforts in spite of the unfavourable conditions that stem from the need to be isolated and work online.

Gender-Role Attitudes of Professional Female Educators toward Men in Early Childhood Education

1986 ◽  
Vol 59 (2) ◽  
pp. 723-730 ◽  
Author(s):  
Patsy Skeen ◽  
Bryan E. Robinson ◽  
Mick Coleman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Work Experience ◽  
Gender Role Attitudes ◽  
Classroom Teachers ◽  
Stereotyped Attitudes ◽  
College Professors ◽  
Childhood Education ◽  
Changing Attitudes ◽  
Direct Child

A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers than were either classroom teachers, other persons with direct child contact, or administrators. Implications for changing attitudes toward males in early childhood education are discussed in relation to these findings.

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