scholarly journals Music in Informal and formal learning situations in ECEC

2016 ◽  
Vol 13 ◽  
Author(s):  
Morten Sæther
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Outdoor Activities ◽  
Childhood Education ◽  
Professional Educators ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Practical Experiences ◽  
Theory Research

The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008) and Polkinghorne (1995).

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

scholarly journals Creating Children’s Spaces, Children Co-Creating Place

2017 ◽  
Vol 42 (3) ◽  
pp. 27 ◽  
Author(s):  
Nicole Green ◽  
Michelle Turner
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Alternative Possibilities ◽  
Critical Examination ◽  
Special Issue ◽  
Scholarly Writing ◽  
Childhood Education ◽  
Codes Of Practice ◽  
Theoretical Perspectives

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this article, we respond to Fleer’s (2003) challenge for the need to continue to critically examine the discourses, the codes of practice, the theoretical perspectives and conceptual lenses of early childhood and “question what we have inherited, the histories that we re-enact with each generation of early childhood teachers, and to deconstruct the ‘taken-for-granted’ practices that plague our field” (p. 65). Although we are drawing on Fleer’s scholarly writing from more than 10 years ago, this special issue of the journal suggests that critical examination is ongoing and remains important at the forefront of our work in the early childhood field. Our focus is the environment, the space for play in early childhood education. Rather than add to the numerous de nitions of play, this article aims to offer place as a conceptual lens through which to consider the early play environment, and exemplifes alternative possibilities when researching and/or teaching and learning with children, their families, and the community. </span></p></div></div></div></div>

A hierarchical model for developing e-textbook to transform teaching and learning

2018 ◽  
Vol 15 (2) ◽  
pp. 92-103 ◽  
Author(s):  
Ping Man Samuel Choi ◽  
Sze Sing Lam
Keyword(s):  
Informal Learning ◽  
Hierarchical Model ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Development Process ◽  
Value Added ◽  
Formal Learning ◽  
Content Type ◽  
Learning Platform ◽  
Additional Value

Purpose The purpose of this paper is to outline a hierarchical model for developing essential e-textbook functionality and to offer important insight for e-textbook designers. Design/methodology/approach Guided by the SAMR model, five hierarchical functional layers are proposed in the development process for e-textbook to enable more effective and efficient teaching and learning. Findings Moving up from the substitution to transformation level, each layer extends the functionality of the underlying layers to unveil new features that support the learning processes and gradually transform e-textbooks from a self-directed informal learning tool to become a formal learning platform. Originality/value The hierarchical model provides e-textbook designers and developers with a guideline on how to surpass the present state of e-textbooks and offer additional value-added features for learners. The required technologies for each layer are also discussed.

scholarly journals Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

2020 ◽  
Vol 21 (2) ◽  
pp. 126-137
Author(s):  
Victoria Sullivan ◽  
Laetitia Coles ◽  
Yuwei Xu ◽  
Francisco Perales ◽  
Karen Thorpe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Large Body ◽  
Well Being ◽  
Interview Data ◽  
Childhood Education ◽  
Attitudinal Barriers ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Personal Attitudes

Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

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.

Teachers as Brokers

2015 ◽  
Vol 23 (3) ◽  
pp. 622-637 ◽  
Author(s):  
Sue Mentha ◽  
Amelia Church ◽  
Jane Page
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Small Sample ◽  
Learning Spaces ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Everyday Practices ◽  
Education And Care

This paper explores a small sample of Australian early childhood teachers’ perceptions of the rights-based conceptsparticipationandagency. We recognise and reconcile some of the perceived tensions between the debates on participation and protection and how these play out in the teaching and learning spaces of early childhood education. Teachers’ reflections on these concepts in relation to practice are highly significant to the field, connecting the concepts of children’s rights to the reality of everyday practices in early childhood education and care settings. As brokers or conduits to participation in early learning environments, a better understanding of teacher’s professional stance enables opportunities for young children to be better heard. An understanding of complexities and relatedness within these settings, can lead to more consistent and clear policy implementation.

scholarly journals Exploring the use of social networking tools among Lebanese students

2017 ◽  
Vol 7 (1) ◽  
pp. 23-32
Author(s):  
Rana Zein ◽  
Hani Lababidi ◽  
Maysoun Dimashkieh
Keyword(s):  
High School Students ◽  
Social Networking ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Learning ◽  
School Students ◽  
Daily Lives ◽  
Instant Messenger ◽  
Lebanese Students ◽  
Social Networking Tools

AbstractDuring the last decade, Social Networking (SN) tools have become increasingly popular and are now an important part of our daily lives. SN tools can be brought into the classroom to bear on some of the challenges the faculty face in enabling students to succeed in their education. This study explores various SN tools used by high school students in Lebanon. It gives insight into students’ suggestions and ideas for various formal learning tasks using SN tools that might be beneficial for teaching and learning. Lebanese students were found to use SN applications in their daily lives extensively, for communication, socialization and various formats of formal and informal learning. The most widely used app was the WhatsApp Instant Messenger. Keywords: social networking tools, formal learning, informal learning.

Social Investment in Latin America

2017 ◽  
Author(s):  
Johan Sandberg ◽  
Moira Nelson
Keyword(s):  
Latin America ◽  
Teaching And Learning ◽  
Social Investment ◽  
Childhood Education ◽  
Policy Context ◽  
Educational Trajectories ◽  
Education And Care ◽  
Stock Flow ◽  
Policy Systems

This chapter aims to understand the viability of the SIA in Latin America by focusing on the extent to which conditional cash transfers (CCTs) fulfil the stock, flow, and buffer functions of social investment. Despite evidence that CCTs make important social investment contributions, our analysis shows that they are inadequately supported by policies impacting before (e.g. early childhood education and care (ECEC), and preschool), during (e.g. educational reforms to increase quality of teaching and learning), and after educational trajectories (e.g. labour-market policies). This points to the vast importance of policy context in planning, designing, and implementing social investments. Programmes like CCTs have, to date, been implemented on the margins of existing welfare and social policy systems, and gaps could be addressed in the short and medium term through a comprehensive SIA that ideally pursues three interrelated objectives.

scholarly journals Digital technology and the culture of teaching and learning in higher education

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Kwok-Wing Lai
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Final Section ◽  
Cultural Practices ◽  
Learning Experience ◽  
Digital Technologies ◽  
Formal Learning ◽  
Culture Of Teaching

<span>This paper discusses how the use of digital technologies may support a shift of cultural practices in teaching and learning, to better meet the needs of 21st century higher education learners. A brief discussion of the changing needs of the learners is provided, followed by a review of the overall impact of digital technologies on teaching and learning. In the final section we suggest how digital technologies may provide a more active and flexible learning experience by adopting a participatory pedagogical approach and by blending formal learning with informal learning.</span>

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