Strategi Pendidikan dalam Menumbuhkan Kemampuan Berfikir Kritis Anak Usia Dini di Masa Covid-19

This study aims to describe and understand the strategy of educators in carrying out their duties during the COVID-19 pandemic in fostering critical thinking skills in early childhood. This research method uses qualitative research with a case study approach. Data collection techniques in this study using observation, interviews, and documentation. While the data analysis used the Miles and Huberman model with the stages of data reduction, data presentation, verification, and conclusion drawing. The results of this study indicate that, first, there is a change in the strategy for implementing the duties of teachers/educators, namely as planners and assessors of children's learning outcomes. While the task as implementers in early childhood educator learning in collaboration with teachers / educators at home, namely the child's parents. Second, the strategy of teachers/educators at home to cultivate children's critical thinking skills is to invite children to understand the reasons for schooling at home, the reasons for the obligation to use masks when leaving the house and others by using discussion and exemplary methods.

Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

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

Movement With Pedagogies in Inquiry

The following work follows my transition from an early childhood educator co-researcher to a master’s researcher in a pedagogical inquiry project in relation with movement. This MRP presents two articles that draw on a pedagogical inquiry project in Toronto, Ontario. Educators and researchers collaboratively investigated movement pedagogy through conversations and provocations in the playground. Of particular interest to this MRP is a rethinking of documentation practices, as well as discussion of what it might mean to move well together in early childhood education. The first article presents documentation as performativity as a way of rethinking boundaries between the human, material, and subject in representational practices. The second article thinks with movement practices as a moving with species of least concern through the redefining of environment as a meshwork. Overall, this work advances educator pedagogical inquiry research and provides possibilities for reimagining early childhood practices around inquiry, movement, and documentation.

Movement With Pedagogies in Inquiry

The following work follows my transition from an early childhood educator co-researcher to a master’s researcher in a pedagogical inquiry project in relation with movement. This MRP presents two articles that draw on a pedagogical inquiry project in Toronto, Ontario. Educators and researchers collaboratively investigated movement pedagogy through conversations and provocations in the playground. Of particular interest to this MRP is a rethinking of documentation practices, as well as discussion of what it might mean to move well together in early childhood education. The first article presents documentation as performativity as a way of rethinking boundaries between the human, material, and subject in representational practices. The second article thinks with movement practices as a moving with species of least concern through the redefining of environment as a meshwork. Overall, this work advances educator pedagogical inquiry research and provides possibilities for reimagining early childhood practices around inquiry, movement, and documentation.

Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

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

Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

PBIS: Towards a Kinder Form of Discipline

Positive Behavioral Interventions and Supports (PBIS) is a practical theory of discipline that focuses on prevention—rather than punishment,—and affirmation of preferred behavior. PBIS is primarily used in schools, and I have used it extensively in my work as an early childhood educator. In this paper, I argue that there is a clear connection between the psychological theory that makes PBIS effective and the sociopolitical philosophies laid out by John Dewey, Friedrich Nietzsche, and Michel Foucault. These theories and methodologies explain power dynamics between a dominant and non-dominant group, and how best to discipline to correct behavior long-term while instilling a sense of agency in the subjugated group. I ultimately conclude that PBIS works to improve classroom function through the implementation of mutual respect and by validating children’s needs by giving them a sense of agency. Integrating PBIS in societal institutions can serve as the basis for a new kind of discipline that would, I contend, improve these institutions in myriad way.