scholarly journals Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

2021 ◽  
Author(s):  
Sophia Mohamed
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Qualitative Inquiry ◽  
Early Childhood Educator ◽  
Major Research ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices

This major research paper presents findings from a critical qualitative inquiry study, that includes how seven registered early childhood educators (RECEs) understand care, carework and care practices in early childhood education and care (ECEC). The study used a political economy of care theoretical framework. Findings suggest that RECEs feel: (1) their carework is devalued; (2) care and education activities are different; and (3) there are barriers to caring well in ECEC programs. This paper provides recommendations that can potentially assert the value of care in the ECEC sector and aims to modestly give a voice to the marginalized perspectives of RECEs on the value of their carework in ECEC programs. Key words: Early childhood education and care, care, carework, registered early childhood educator, political economy of are, maternalism, feminization, marginalized, racialization, critical qualitative inquiry

scholarly journals Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

2021 ◽  
Author(s):  
Sophia Mohamed
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Qualitative Inquiry ◽  
Early Childhood Educator ◽  
Major Research ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices

This major research paper presents findings from a critical qualitative inquiry study, that includes how seven registered early childhood educators (RECEs) understand care, carework and care practices in early childhood education and care (ECEC). The study used a political economy of care theoretical framework. Findings suggest that RECEs feel: (1) their carework is devalued; (2) care and education activities are different; and (3) there are barriers to caring well in ECEC programs. This paper provides recommendations that can potentially assert the value of care in the ECEC sector and aims to modestly give a voice to the marginalized perspectives of RECEs on the value of their carework in ECEC programs. Key words: Early childhood education and care, care, carework, registered early childhood educator, political economy of are, maternalism, feminization, marginalized, racialization, critical qualitative inquiry

scholarly journals Prophetic Parenting Mencetak Pendidik Berkarakter Dalam Pendidikan Anak Usia Dini

2018 ◽  
Vol 1 (2) ◽  
pp. 90
Author(s):  
Muhammad Taufiqurrahman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Government Regulation ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
Educational Approach ◽  
Literature Research ◽  
Childhood Education ◽  
The Government

Early childhood education is one of the efforts made by the government to start education in the early stages of child development. Through a psychological and educational approach, educators in early childhood must have the characters and competencies that have been implemented by the government in Government Regulation No.27 of 1990 Article 14 Paragraphs (1) and (2). This is a literature research which gathers theories dealing with early childhood educators referring to the Sunnah of the Prophet Muhammad SAW which is summarized in the terms of Prophetic Parenting. The results of the study are presented in the form of important points for person who is dedicated to becoming an early childhood educator. These points are some forms of character that must be owned by early childhood educators based on several Hadith of the Prophet Muhammad SAW. The characteristics of the educator who wants to succeedin his field are not in a hurry, gentle, compassionate, tolerant, not easy to get angry, proportionate and able to give advice. The results of this study are expected to be used by the head of PAUD to create the characters of early childhood educators in accordance with the teachings of the Prophet Muhammad SAW. Keywords: Prophetic Parenting, Character, Early Childhood Educator

Mapping the dilemmatic space of early childhood education and care practitioners when challenged by children’s curiosity

2018 ◽  
Vol 16 (4) ◽  
pp. 349-362 ◽  
Author(s):  
Soern Finn Menning
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Order ◽  
Video Observation ◽  
Childhood Education ◽  
Stimulated Recall ◽  
Education And Care ◽  
Care Practices ◽  
The Individual ◽  
Stimulated Recall Interviews

This article explores the notion of curiosity as a gateway to value dilemmas in early childhood education and care practices. The concept of dilemmatic space (Honig) is used to highlight the complexity of educational practices. Through an ethnographic approach based on video-observation and stimulated recall interviews, the reflections of the practitioners in three early childhood education and care institutions in Norway are analysed regarding situations in which curiosity was challenging and in which explorative behaviour was stopped, transferred or adjusted. The analyses allowed the construction of several axes of dilemmatic space, such as Equality versus Supporting the Individual, Social Order versus Questioning Status Quo and Being Professional versus Being Private. This highlights the entanglement of values, which is part of the ongoing process of constructing professional identity. It is argued that even in the case of widely accepted notions like curiosity, standardised and fixed guidelines on practice cannot be the sole answer to the complexity of early childhood education and care.

Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams

2019 ◽  
Vol 44 (3) ◽  
pp. 270-284
Author(s):  
Jane Page ◽  
Patricia Eadie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Continuous Improvement ◽  
Early Childhood Educators ◽  
Interdisciplinary Teams ◽  
Childhood Education ◽  
Care Services ◽  
Education And Care ◽  
The Impact ◽  
Child Learning

There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects – the Victorian Advancing Early Learning Study and the Every Toddler Talking Initiative – to explore the features of coaching, collaboration and interdisciplinary partnerships that support early childhood educators to engage in the process of continuous improvement. We argue that governance and leadership is critical in enabling interdisciplinary teams to engage in a collaborative process of continuous improvement and that threshold conditions are required within early childhood education and care services to foster interdisciplinary coaching collaborations in a sustained manner.

Care: Cartographies of power and politics in ECEC

2020 ◽  
Vol 10 (4) ◽  
pp. 339-346
Author(s):  
Joanne Ailwood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Work Environments ◽  
Childhood Education ◽  
Relational Work ◽  
Education And Care ◽  
Multiple Threads

Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care. In this paper I will explore some threads of care in early childhood education and care. I make use of Braidotti’s concept of cartographies to critically examine aspects of care in early childhood education. A cartography enables an exploration of power and knowledge in relation to care. Care, like classrooms, is messy, relational, in action, situated and contextual. This examination of care enables the perceived connection between care as a necessary ‘good’ to be contested. Instead, care is mapped across multiple threads and potentials, threads that might sometimes be warm and sustaining, while sometimes being oppressive and stressful.

Ready or not, here they come! Care as a material and organizational practice in ECEC for children under two

2017 ◽  
Vol 7 (4) ◽  
pp. 323-334 ◽  
Author(s):  
Teresa K Aslanian
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Care Center ◽  
Ethnographic Study ◽  
Dyadic Relationships ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices ◽  
Professional Care ◽  
Full Day

Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional care practices in a high-functioning full-day early childhood education and care center for children less than 3 years in Norway. Drawing on Tronto and Fisher’s feminist care ethics and a posthuman perspective, the study’s aim was to gain knowledge about how early childhood educators perform care as a professional practice beyond the dyad. The article explores care through the lens of a disruption in daily activities, when the laying down of new flooring in the center produced changes in the otherwise highly functioning caring environment. Changes in the availability of materials and the organization of space and time are analyzed using Malabou’s concept of plasticity. The effects of the agentic force of material changes on the caring practices of the center, despite the already strong and established dyadic relationships between the children and educators, are discussed.

Children’s mathematical and verbal competence in different early education and care programmes in Australia

2015 ◽  
Vol 15 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Claudia Hildenbrand ◽  
Frank Niklas ◽  
Caroline Cohrssen ◽  
Collette Tayler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Informal Care ◽  
Care Service ◽  
Verbal Ability ◽  
Early Childhood Educators ◽  
Care Programme ◽  
Childhood Education ◽  
Different Types ◽  
Education And Care

This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a formal early childhood education and care service type or attended a mix of formal and informal care. The development of mathematical and verbal competencies between first and second measurements, 1 year later, did not differ between children who attended different types of early childhood education and care. Early childhood educators in Australia are required to provide programmes that incorporate both mathematical concepts and language development. However, many early childhood educators describe uncertainty about how to support children’s mathematical learning. Further professional development and support in this area is necessary.

Beliefs of Slovenian early childhood educators regarding the implementation of physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 659-674 ◽  
Author(s):  
Miha Marinsek ◽  
Marjeta Kovac
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Cross Sectional Study ◽  
Early Childhood Educators ◽  
Cross Sectional ◽  
Childhood Education ◽  
Educational Role ◽  
Education And Care ◽  
Care Systems

This cross-sectional study was designed to identify Slovenian early childhood educators’ beliefs concerning the importance of the competencies required to carry out physical education (PE), to identify which of those competencies early childhood educators might lack and to identify which competencies should be developed in the process of continuous professional development. For this purpose, a self-administered questionnaire was designed to examine belief statements regarding a wide scope of PE competencies among 183 early childhood educators. The participants evaluated the importance of individual competencies and reported their current and desired levels of competencies using a four-level scale. The results showed that early childhood educators believe that competencies to teach PE are an important part of early childhood education and that they need to improve in such competencies to carry out PE above the existing level. In particular, early childhood educators would like to improve in knowledge, skills and abilities that will enable them to implement PE efficiently and effectively to change children’s health-related behaviours. We suggest that the gap between the self-reported beliefs about the current level of PE competencies and the desired level of PE competencies is vital for policy-makers, who aim to create unitary early childhood education and care systems in which similar qualifications and competencies among early childhood educators are needed. It seems that a lack of policy, curriculum development and educators’ expertise in PE contributes to the considerable variation in the understanding of the educational role of early childhood educators within PE.

scholarly journals Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

2021 ◽  
Author(s):  
Melissa Lynn Russell
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Child Care ◽  
Newfoundland And Labrador ◽  
Ethics Of Care ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
Feminist Ethics ◽  
Education And Care

This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

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