Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

scholarly journals Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

2016 ◽  
Vol 18 (3) ◽  
pp. 75 ◽  
Author(s):  
Anna-Leena Lastikka ◽  
Lasse Lipponen
Keyword(s):  
Early Childhood ◽  
Linguistic Diversity ◽  
Qualitative Content Analysis ◽  
Immigrant Families ◽  
Small Scale ◽  
Immigrant Parents ◽  
Childhood Education ◽  
Cooperative Partnership ◽  
Education And Care

Although the number of immigrant families is increasing in Finland, the research on their perspectives on early childhood and care (ECEC) services is scarce. The objective of this small-scale case study was to increase the understanding of immigrant families’ perspectives on ECEC practices. Through the qualitative content analysis of interview-based data, four themes emerged as particularly important for working with immigrant families: (a) fostering dialogue and mutual understanding; (b) promoting cultural and linguistic diversity; (c) encouraging cooperative partnership; and (d) providing support and individualized attention. This study contributes to the development of more inclusive and supportive ECEC practices in order to better support families with immigrant backgrounds.

scholarly journals What Keeps Early Childhood Teachers Working in Long Day Care?

2018 ◽  
Vol 43 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Sharon McKinlay ◽  
Susan Irvine ◽  
Ann Farrell
Keyword(s):  
Early Childhood ◽  
Day Care ◽  
Early Childhood Teachers ◽  
Case Study Research ◽  
Reform Agenda ◽  
Childhood Education ◽  
Long Day ◽  
Education And Care ◽  
Constructivist Approaches

RETAINING EARLY CHILDHOOD TEACHERS in long day care (LDC) is a pressing challenge for Australia's reform agenda in early childhood education and care (ECEC). Case study research with five early childhood teachers in LDC revealed individual and contextual factors that enabled and challenged the teachers to stay in LDC. Drawing on social constructivist approaches, the research contributes empirically based insights that support the recruitment and retention of early childhood teachers in LDC.

“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.

scholarly journals Reasons Given by ECEC Professionals for (Not) Being in Contact With Parents During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabian Hemmerich ◽  
Hande Erdem-Möbius ◽  
Lars Burghardt ◽  
Yvonne Anders
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Institutional Care ◽  
Nationwide Survey ◽  
Childhood Education ◽  
Parent Collaboration ◽  
Parents And Children ◽  
Education And Care ◽  
Family Based ◽  
Temporary Closure

In response to the COVID-19 pandemic, the German government took drastic measures and ordered the temporary closure of early childhood education and care services (apart from emergency care). Most pedagogical professionals in early childhood education and care (ECEC) settings were unable to provide institutional care for children during this period, and thus experienced difficulties fulfilling their legally mandated professional obligation to educate children. Building on the importance of professional–parent collaboration, this study investigates the reasons ECEC professionals gave for (not) being in contact with parents during the pandemic. The database comprises a nationwide survey conducted between April and May 2020 (n = 2,560 ECEC professionals). The results show that the vast majority of respondents were in contact with parents; their stated motives include providing informational or emotional support for parents and children, maintaining a relationship, or inquiring about family wellbeing. The explanations for not being in contact with parents include already existing contact with parents by another member of the ECEC staff, an employer-mandated contact ban, problems on the parents’ side, or personal reasons. We find some differences between managers in center-based childcare, pedagogical employes in center-based childcare, and professionals in family based childcare. Practical implications concerning professional–parent collaboration and the temporary closure of ECEC services are discussed.

scholarly journals 'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

2021 ◽  
Author(s):  
◽  
Judith Hamer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical World ◽  
Political Discussion ◽  
Diverse Range ◽  
Childhood Education ◽  
Study Centre ◽  
Education And Care ◽  
The Rich

<p>This thesis explores the multiple meanings of ‘community’ within early childhood education (ECE). Utilising a qualitative, interpretive approach, this exploratory case study has sought to gain an in-depth understanding of how teachers view the meaning of ‘community’ within a typical, non-community-owned ECE centre. Rogoff’s (1984, 1995) three planes of sociocultural activity (personal, interpersonal and institutional) have been utilised as a theoretical framework to more fully understand the rich context of this case study centre. Findings from this study highlight that practices of this centre primarily focus inwards on the education and care of the enrolled children and the support of their families within the ECE ‘centre community’. However, despite this, the teachers both collectively and individually also reflect a diverse range of views on the notion of ‘community’ in terms of people, place and connections, including views that look outwards to consider the child within the context of their wider social and physical world. This study concludes that there needs to be a much larger social and political discussion about the notion of ‘community’ within the wider ECE sector, including the role and provision of ECE, not only in terms of the care and education of children but within society as a whole.</p>

scholarly journals When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

2020 ◽  
Vol 45 (4) ◽  
pp. 336-347
Author(s):  
Hem Chand Dayal ◽  
Lavinia Tiko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Small Island ◽  
Research Approach ◽  
Childhood Education ◽  
Education And Care

In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

scholarly journals Negotiating and appropriating the 'one person, one language' policy within the complex reality of a multilingual crèche in Strasbourg

2016 ◽  
Author(s):  
Eloise Caporal-Ebersold ◽  
Andrea Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Policy ◽  
Early Years ◽  
Childhood Education ◽  
Education And Care ◽  
The One ◽  
Children's Interests ◽  
The City

The aim of this article is to analyse the early childhood education and care (ECEC) language policy in the city of Strasbourg, focusing on an ethnographic case study of a newly established bilingual English–French crèche in the city. In France, establishing an early childhood education structure – more specifically, a day care centre catering to young children – involves close coordination with national, departmental, and local government entities. Associations that embark on this process go through a long administrative process. Taking this fact into consideration, we maintain that to understand the language policy in ECEC, it is imperative to examine the overlapping participation of different government entities and services from the national, regional, departmental, city, and local levels. Our data reveal that the conceptualization of the language policy at a newly created bilingual crèche structure was highly influenced by top-down language policies and pervading language ideologies. Yet, the crèche personnel needed to interpret, negotiate, and appropriate this policy in order to consider its feasibility and to take into account the children's interests and welfare within the normal functioning of this early years structure.

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