scholarly journals Co-constructed Pedagogical Documentation in Early Learning Settings

2019 ◽  
Vol 29 (3) ◽  
pp. 113-134
Author(s):  
Christine McLean
Keyword(s):  
Early Childhood ◽  
Learning Experiences ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Pedagogical Documentation ◽  
Successful Transition ◽  
School Settings ◽  
Children’S Learning ◽  
Research Period ◽  
Insight Into

In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

scholarly journals Balancing Play-Based Learning With Curricular Mandates: Considering the Views of Northern Canadian Teachers and Early Childhood Educators

2015 ◽  
Vol 40 (3) ◽  
pp. 40
Author(s):  
Shelley Stagg Peterson ◽  
Donna Forsyth ◽  
Laureen J. McIntyre
Keyword(s):  
Early Childhood ◽  
Primary Teachers ◽  
Research Literature ◽  
Early Childhood Educators ◽  
Children’S Learning ◽  
Children's Learning

We discuss early childhood educators’ perceptions of what constitutes play, the contributions of play to children’s learning, tensions arising from and principles guiding their use of play in their teaching contexts. Participants, who are primary teachers, early childhood educators, administrators and consultants working in northern communities in Alberta, Manitoba, Ontario, and Saskatchewan, voiced their views in interviews. Their views are discussed in terms of curriculum expectations relating to play in curriculum documents and the theories and findings within the play research literature.

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

Dyslexia ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Shayne B. Piasta ◽  
Somin Park ◽  
Kristin S. Farley ◽  
Laura M. Justice ◽  
Ann A. O'Connell
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Language And Literacy ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities

2021 ◽  
pp. 146394912110607
Author(s):  
Adam WJ Davies ◽  
Alice Simone-Balter ◽  
Tricia van Rhijn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sexuality Education ◽  
Professional Training ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Gender And Sexuality ◽  
Early Years ◽  
Professional Practices ◽  
Sexual Diversity

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

Pedagogical documentation and systematic quality work in early childhood: Comparing practices in Western Australia and Sweden

2020 ◽  
pp. 146394912092843
Author(s):  
Libby Lee-Hammond ◽  
Lise-Lotte Bjervås
Keyword(s):  
Early Childhood ◽  
Western Australia ◽  
Early Childhood Educators ◽  
Education Policies ◽  
Quality Work ◽  
Cultural Contexts ◽  
Pedagogical Documentation ◽  
Quality Learning ◽  
Achievement Standards ◽  
The Impact

Pedagogical documentation has been understood as an important way for early childhood educators to provide high-quality learning environments for children. The authors explore the contested nature of quality and its interpretation in two cultural contexts: in Western Australia, where pedagogical documentation is a relatively uncommon practice, and in Sweden, where pedagogical documentation is a relatively common practice. These locations were selected to provide a comparison between educators from these two different cultural and policy contexts. The main purpose of pedagogical documentation within the Swedish preschool system is to gain knowledge of how to systematically improve the quality of the preschool. This contrasts with the demands on Australian early childhood educators to ensure children meet achievement standards in the Foundation Year. Six preschool educators in each country responded to interview questions regarding what enables or hinders their systematic quality work. The participants in both countries were using some form of pedagogical documentation in their professional practice. This article draws on interview data and elaborates on the ways these educators understood the role of pedagogical documentation in what they regarded as systematic quality work. The findings provide insight into the impact of both policy and cultural contexts on individual educators' practices when using pedagogical documentation as a means to promote quality. The results indicate that differences in early childhood education policies between countries may lead to important differences in how pedagogical documentation is used by educators in their practice.

scholarly journals Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario

2019 ◽  
Vol 28 (2) ◽  
pp. 17-32
Author(s):  
Shelley Stagg Peterson ◽  
Lori Huston ◽  
Roxanne Loon
Keyword(s):  
Early Childhood ◽  
Teacher Educator ◽  
Early Childhood Educators ◽  
Teacher Education Programs ◽  
Professional Lives ◽  
Child Care Workers ◽  
Northern Ontario ◽  
Care Workers ◽  
Indigenous Educators ◽  
Insight Into

Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous leaders to respond to the challenges.

scholarly journals Evaluation of Learning in the Period of Early Education

2021 ◽  
Author(s):  
Ileana Constanţa Dârlă (Ionescu)
Keyword(s):  
Early Childhood ◽  
Formative Assessment ◽  
Early Education ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Assessment ◽  
Learning And Development ◽  
Key Aspects ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.

scholarly journals Exploring early childhood educators’ notions about professionalism in Prince Edward Island

2019 ◽  
pp. 20-36
Author(s):  
Alaina Roach O'Keefe ◽  
Sonya Hooper ◽  
Brittany A.E. Jakubiec
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Prince Edward Island ◽  
Qualitative Methodology ◽  
Daily Practice ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Early Years ◽  
Curriculum Frameworks ◽  
Negative Impacts

Despite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) how ECEs understand professionalism in PEI, (2) positive and negative impacts on their understanding of professionalism in their daily practice, and (3) professional development opportunities that impact professionalism in the early childhood field.

Sign in / Sign up

Export Citation Format

Share Document