A CRITICAL ANALYSIS OF CULTURALLY AND LINGUISTICALLY DIVERSE COMMUNITY PARTICIPATION IN CANADIAN EARLY CHILDHOOD EDUCATION

2015 ◽  
pp. 231-254
Author(s):  
Luigi Iannacci
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Participation ◽  
Critical Analysis ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Childhood Education ◽  
Diverse Community

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 Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?

2021 ◽  
pp. 183693912110572
Author(s):  
Sene Gide ◽  
Sandie Wong ◽  
Frances Press ◽  
Belinda Davis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Small Body ◽  
Linguistically Diverse ◽  
Childhood Education ◽  
The Status ◽  
Potential Benefits ◽  
Australian Bureau Of Statistics ◽  
Multicultural Workforce

This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.

Developmental Fossils—Unearthing the Artefacts of Early Childhood Education: The Reification of ‘Child Development’

2005 ◽  
Vol 30 (2) ◽  
pp. 2-7 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
World View ◽  
Linguistically Diverse ◽  
Conceptual Tool ◽  
New Approach ◽  
Childhood Education ◽  
Cultural Legacy ◽  
New Thinking

In recent years sociocultural theory has provided an important conceptual tool for re-thinking many practices in early childhood education (e.g. Anning, Cullen & Fleer, 2004; Edwards, 2001; Edwards, 2003). While much has been gained, many taken-for-granted practices still remain in need of critique. Although the term ‘Child Development’ has been debated in the past (see collection of papers in Fleer, 1995; Keesing-Styles & Hedges, in press; Lubeck, 1996; 1998), we have not seen the emergence of a new approach or world view to replace it Ten years have passed, and we still find national materials which foreground Western middle-class notions of development (e.g. Responses to the National Agenda for Early Childhood, Australian Government, 2003). This paper seeks to stimulate debate within Australia and New Zealand around the term ‘Child Development’. Responses are invited so that the historical and cultural legacy of that term can be examined and a new term introduced which recognises our culturally and linguistically diverse communities. It is through public debate that we can as a scholarly community build new terminology to name and make visible new thinking.

scholarly journals EVALUASI HASIL AKREDITASI LEMBAGA PAUD SE-KOTA DEPOK

2019 ◽  
Vol 1 (2) ◽  
pp. 16-28
Author(s):  
Renti Oktaria ◽  
Lukman Hamid ◽  
Yuningsih Yuningsih ◽  
Suparti Suparti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Research Approach ◽  
Land Area ◽  
Childhood Education ◽  
Analysis Methods ◽  
Accredited Institutions

The objectives to be achieved in this study are to analyze (1) descriptive results of accreditation throughout Depok's early childhood education centers in 2018; (2) the results of the distribution of accreditation throughout Depok's early childhood education centers in 11 districts; (3) the results of accreditation based on the length of the school's establishment, land area, and accreditation experience in each kindergarten program. This study uses a mix method research approach with critical analysis methods and library methods, so as to present quantitative data simply and describe it in qualitative data. The findings are as follows: (1) The number of accredited institutions is still dominated by early childhood education centers with TK programs, namely 97 institutions out of 186 institutions that participate in accreditation or as much as 52% of the total early childhood education centers that participate in accreditation; (2) There is an inequality in the number of accredited institutions in 11 districts in Depok; and (3) High and low accreditation scores do not always relate to the length of standing, land area and experience of institutions in implementing accreditation.

scholarly journals PARTISIPASI MASYARAKAT DALAM MENINGKATKAN PENDIDIKAN DI LEMBAGA PENDIDIKAN ANAK USIA DINI (PAUD)

2018 ◽  
Vol 1 (3) ◽  
pp. 164
Author(s):  
Shinta HAD Yusup
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Participation ◽  
Descriptive Analysis ◽  
Further Education ◽  
Educational Goals ◽  
The Public ◽  
Childhood Education ◽  
Form Quality

The lack of human resources and government socialization of the community in the area related to Early Childhood Education are feared to have an impact on the level of community participation in Early Childhood Education, whereas that will be able to form quality children; children grow according to the stages so they will be ready to enter further education. This study aims to determine community participation and supporting and inhibiting factors in the implementation of the PAUD Al-Furqon program in Weninggalih Sindangkerta Village. The method that I use in this research is Descriptive Analysis Method with qualitative approach. The results of this study indicate that the public participation in Early Childhood Education shows quite encouraging levels. This was driven by a high understanding of the importance of implementing early education. Their participations are shown in the form of friendship with PAUD Al Furqon actively, liaison with PAUD institutions and home, being a supporter of Al Furqon PAUD, actively involved with educators and PAUD managers and supporters of educational goals, as well as beneficiaries of education. Other forms include being a motivator for parents, contributing various resources, and participating in improving the quality of PAUD Al Furqon.

scholarly journals ASPECTOS LEGAIS DA EDUCAÇÃO INFANTIL NO BRASIL E AS POLÍTICAS DE FINANCIAMENTO

2018 ◽  
Vol 15 (2) ◽  
pp. 01-09
Author(s):  
Paulo Rogério de Souza ◽  
João Paulo Pereira Coelho
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Environment ◽  
Critical Analysis ◽  
Basic Education ◽  
Legal Aspects ◽  
Childhood Education ◽  
Federal Constitution ◽  
Funding Policies ◽  
The Creation

This research presents the legal aspects that instituted childhood education as a stage of basic education, starting with the Federal Constitution of 1988 and LDB 9.394 / 96, showing the advances that legislation had brought to the care of the child in the school environment. Thus, this work, linked to the Group of Studies and Research in Educational Policies, Management and Financing of Education (GEPEFI), has as a concern to make a critical analysis of the creation of accounting funds, FUNDEF and FUNBEB, from the positive and negative points for the basic education, highlighting the importance of these funds for the technical and financial maintenance of early childhood education. Finally, it is important to highlight the improvements that the funding policies have given to early childhood education, especially with the creation of FUNDEB, in 2006, and what the consequences may be for this stage of education, with its legal termination in 2020.

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