scholarly journals Developing an Integrated Model to Early Childhood Education and Care in Vietnam: Perspectives of Early Childhood Educators

2021 ◽  
Vol 13 (2) ◽  
pp. 58-65
Author(s):  
Thanh Van Thai ◽  
Hien Ngoc Nguyen ◽  
An Nhu Nguyen ◽  
Thu Hung Phan ◽  
Hung Van Bui ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Integrated Model ◽  
Early Childhood Educators ◽  
Average Score ◽  
Self Assessment ◽  
Childhood Education ◽  
Education And Care

The partnership between school, family and community for the development and care of children has been interested in research by many scientists. This study aims to investigate Vietnamese early childhood educators’ perspectives on an integrated model to early childhood education and care in Vietnam. A self-assessment tool with 5 standards and 15 criteria was administered to 420 teachers working in 30 kindergartens across 6 provinces of Vietnam. The self-assessment tool considered 5 areas of the school, family and community partnerships, including: planning and building childcare education environments; connecting and sharing information between the school, family and the community in child care and education; coordinating in individual child education; making decisions about policies related to child care and education; and evaluating child development. Through average score analysis, the results show that early childhood educators in Vietnam stressed the significance of school, family and community involvement in early childhood education and care.

Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Self Assessment ◽  
Childhood Education ◽  
Rights Of The Child ◽  
Education And Care ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Individual

This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).

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

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.

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.

Early Childhood Education and Care in Canada

2020 ◽  
Author(s):  
Lisa Johnston ◽  
Leah Shoemaker ◽  
Nicole Land ◽  
Aurelia Di Santo ◽  
Susan Jagger
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
The United States ◽  
Early Learning ◽  
Children And Families ◽  
Policy And Practice ◽  
Childhood Education ◽  
Early Child Care ◽  
Education And Care

The field of early childhood education and care (ECEC) in Canada has been informed by a myriad of influences and these factors continue to shift and shape the curriculum, pedagogy, research, and practice in Canadian ECEC. Historically, following many of the theories and practices embraced by the United States, early child-care centers, day nurseries, and kindergartens were established to alleviate pressures on overcrowded schools and allow for mothers to work outside of the home. At the same time, Canadian child care took on a broader role in social welfare and later social justice, working to reduce inequities and inequality. These motivations have not been shared across all ECEC, and this is particularly evident in Indigenous early education. Here, Indigenous children and families have endured the horror of the residential school system and its legacy of colonialism, trauma, and cultural genocide. Along with these underpinning histories, Canadian ECEC has been informed by, is continuing to be shaped by, and is beginning to be guided by a number of models and movements in early learning. These include developmentalism, child-centered pedagogies, Reggio Emilia approaches, children’s rights, holistic education, the reconceptualist movement, and postdevelopmentalism, and many of these approaches are not mutually exclusive. Finally, the policies and practices at federal, provincial, and municipal levels and the unique tensions between these levels of government structure Canadian ECEC policy and practice. Provincial and Indigenous early learning frameworks are created to enhance educator understandings and application of program principles, values, and goals, and these embrace responsive relationships with children and families, reflective practice, the importance of the environment and play in learning, and respect of diversity, equity, and inclusion, to name but a few shared principles. Taken together, the complexity of ECEC in Canada is clear, with historical approaches and attitudes continuing to preserve structures that devalue children and those who work with them, while concurrently efforts continue to honor the rights and voices of all children, advocate for professionalization in the field of ECEC, and reveal and reconcile past and current truths and injustices in Indigenous children’s education and care, in order to support and heal all children, families, and communities.

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 Reconceptualizing Our Work: The Connection Between ECE Students and Political Action

2019 ◽  
pp. 123-133
Author(s):  
Michelle Jones ◽  
Brooke Richardson ◽  
Alana Powell
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Political Action ◽  
Student Leaders ◽  
Childhood Studies ◽  
Political Capacity ◽  
Education Students ◽  
Childhood Education ◽  
Education And Care

This paper takes the position that early childhood education students are an underutilized resource in strengthening the Canadian child care advocacy movement. The authors come to this topic as undergraduate and graduate students and a contract lecturer member in Ryerson’s early childhood studies program. Over the past year and a half, we have worked with our peers and colleagues to establish and lead the Ryerson Student Childcare Advocacy Association. Drawing on student movement and devaluation of care literature, this paper describes and explores our opportunities and experiences reconceptualizing the value of early childhood education and care that motivated us to become student leaders in the child care advocacy movement. Ultimately, we hope to both illustrate that students can and do make a meaningful difference in advocacy efforts and inspire and support postsecondary early childhood education programs to build the political capacity of students in the broader child care movement.

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