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1.
A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children’s thinking and understandings related to children’s own interests and motivations during thoughtful pedagogical interactions that arise from play. This paper draws on findings from a qualitative case study in Aotearoa, New Zealand where teachers used their professional expertise to engage with children’s thinking and understandings. We analyse the professional knowledge, strategies and skills teachers brought to these relational and play-based interactions. We offer new conceptualising of teaching in highlighting the need to position a sophisticated blending of play, learning and teaching within participatory and relational pedagogies as a core practice of early childhood education. Further, we argue that two constructs – everyday and scientific concepts, and the zone of proximal development – position theoretically ways in which teachers’ knowledge, expertise and engagement might contribute to these ‘in the moment’ rich, thoughtful understandings of what we term relational play-based pedagogy. 相似文献
2.
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy. 相似文献
3.
Kati Rintakorpi 《Early Years: An International Journal of Research and Development》2016,36(4):399-412
The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of documenting appears fine in theory, and international experiences of constructing child-centered pedagogy through documents are promoted in the literature, accomplishing this task successfully is challenging in practise. In this study, as the features of documentation in early childhood education and care practise were considered critically, ideological discord was found within the national and local policy-making process, including problems with pedagogical leadership, which reduced the power of documentation in practise. However, the study also revealed that using documentation empowered the teachers as professionals, helped them communicate with parents and children, and guided them to focus on the children’s views. 相似文献
4.
This paper foregrounds pedagogy in the realisation of children’s rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they 'think', 'do' and 'talk' pedagogy, conceived as their pedagogic 'habitus'. Findings confirm contradictions between teachers’ ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children’s rights explicitly emerge in their narratives, in turn influencing how they ‘do’ pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children’s rights to non-discrimination and serving their best interests in education. 相似文献
5.
This article presents a study which aimed to explore the professional identity of early childhood teachers in Chile, applying a sociocultural approach. Relying on an exploratory qualitative design, data were collected through focus groups and photo-narratives. The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom. These findings suggest that, having scarce resources available to negotiate their professional identity in their working context, early childhood teachers in Chile have a limited capacity for agency. 相似文献
6.
Elizabeth Dunphy 《International Journal of Early Years Education》2010,18(4):331-347
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education. 相似文献
7.
In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed. 相似文献
8.
Josephine Arce 《International journal of qualitative studies in education》2013,26(2):227-246
This study examines how socially conscious bilingual Latino educators, specifically prepared to teach underserved children, resist multiple layers of hegemonic structures. The participants are five beginning Spanish bilingual teachers who teach in urban and semi-rural elementary schools. The study explores how their resistance unfolds as they develop and become critical educators and how their presence in schools provides children with the potential to develop social consciousness. This participatory research design uses dialogue as a tool to identify the problem, to facilitate the emergence of voice, to construct new knowledge, and to take action. Several themes surface: (1) the isolation of bilingual teachers, (2) the manifestations of power relations among students, (3) the use of a culturally bound pedagogy, (4) the countering of hidden curriculum through critical pedagogy, and (5) development of identity and voice for both students and teachers. The participating Latino teachers linked their social consciousness with an emergent critical pedagogy, which sustained them as they encounter many obstacles in their new profession. 相似文献
9.
This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
10.
The article examines the relationship between the development of the subculture of childhood and the evolution of out-of-school education. It identifies the historical stages of the influence of the subculture of childhood on the nature of extracurricular learning and development. We analyze the concepts of the “subculture of childhood” and “out-of-school education” in light of how they have influenced each other. We apply modern approaches to define these concepts. We consider various views of childhood as an independent phenomenon as well as how teachers have regarded children during different historical periods. We examine the main components of the world of childhood as they have been identified by ethnographers and teachers, including the concept of children’s folklore, which has come into its own as a distinct field of study, and games as the initial stage of child socialization. We consider various kinds of games. We consider the early history of how out-of-school education has been organized as a social activity that is aimed at ensuring the harmonious personal development of children by giving them the creative initiative and freedom of choice. We determine the stages and trajectories of the development of extracurricular education, which include folk learning, activities advanced by progressive public organizations and communities, and state-based offerings that are connected to the development of the subculture of childhood. 相似文献
11.
Jeanne Marie Iorio Catherine Hamm Will Parnell Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2017,38(2):121-135
Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices. 相似文献
12.
Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children. 相似文献
13.
消极教育一经法国启蒙思想家卢梭提出,给思想界带来了巨大的震撼,也为西方科学教育学的发展带来了全新的思路。蒙台梭利与卢梭消极教育思想的共同特征是推崇内发论,强调生命的自由生长,要求教育按照自然法则和儿童心理特征进行,强调儿童体验式学习,并认为早期儿童重要的是感觉教育。同时,两位教育家关于消极教育实施观点则不尽一致:在教育环境方面,卢梭强调消极教育的环境是自然环境,蒙台梭利主张要为儿童创设有准备的环境;在学习内容和形式上,卢梭消极教育的内容是自然学习,蒙台梭利认为儿童可以进行文化学习,但要采取"工作"方式进行;关于消极教育中教师角色方面,卢梭认为教师应是儿童自然成长的导师,蒙台梭利认为教师要承担好观察者的角色。卢梭和蒙台梭利的消极教育理论对于科学认识儿童、守护童心,推进科学教育学的进一步发展,实施科学的教育工作,特别是科学实施早期教育有着重要的意义。 相似文献
14.
Alexia Buono 《Pedagogies: An International Journal》2019,14(2):150-168
There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization of Body is of major concern. Interdisciplinary educational settings may be rich in exposing potentials and challenges of a nondual pedagogy implemented in unconsciously dualistic classroom cultures. The purpose of this article is to describe the barriers to implementation of a Mindfully Somatic Pedagogy, as well as affordances to young children throughout a preschool yoga class over an academic year. This research provides a basis for understanding how a Mindfully Somatic Pedagogy can curate holistic, first-person experiences of young children’s bodily selves within a classroom. Likewise, differing expectations of Body from adults in classrooms can lead to mixed messages for children. Understanding how bodily experiences afford young children’s development and teachers responses to Body in the classroom is informative in understanding the roles a school culture can have on the relationship between child development and teacher pedagogy. 相似文献
15.
Susan Krieg 《Asia-Pacific Journal of Teacher Education》2010,38(1):57-68
Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the ‘child’. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked – they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the ‘normal’ child constructs particular identity positions for children and the adults who work with them. 相似文献
16.
Limin Zhang 《师资教育杂志》2017,43(1):117-119
Although studies on teacher identity have proliferated in recent years, and examinations of the said topic have been conducted under various educational contexts, limited focus has been given to teacher identity in the early childhood educational context. Drawing upon data from semi-structured interviews with five early childhood teachers, this case study aims to investigate how early childhood teachers make sense of their work and the type of professional identities constructed by early childhood teachers in mainland China. The five early childhood teachers reported strong disagreements with the babysitter metaphor for their teacher identities, and they had various role identities including ‘parents’, ‘teachers’, ‘friends’, ‘dancers’, ‘artists’, and ‘engineers’. The findings also show that they recognized the significance and value of their job as early childhood teachers. This paper concludes with implications for early childhood teacher education. 相似文献
17.
Kathleen I. Harris 《Pastoral Care in Education》2016,34(4):202-217
Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. 相似文献
18.
This article uses a case‐study of boys’ and girls’ block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum. The case‐study describes how patriarchal gender relations were created and maintained between boys and girls in their block play, how teachers responded to these relationships and how children responded to teacher challenges to their gender relations. The article discusses the ‘failure’ of several strategies used by the teachers to produce changes in children's gender relations and how feminist post‐structuralist reconceptualisations of gender equity work have the potential to produce more effective strategies for teachers wishing to challenge patriarchal gender relations between young children 相似文献
19.
Camilla Björklund 《International Journal of Early Years Education》2014,22(4):380-394
This article reports on a small-scale investigation of how teachers organise goal-oriented learning in Swedish preschools. The revised Swedish curriculum (National Agency for Education 2011) highlights the need for children to develop their mathematics skills through activities that integrate play and learning. This study investigates how different types of activities contribute to children developing their understanding of the concepts ‘half’ and ‘double’. Three preschool teachers participated in a developmental project in which they conduct teaching in accordance with the Variation Theory of Learning. The pedagogical contexts they bring into being reveal important insights for early childhood education. The pedagogical context that can be realised in the planned activities limits or favours the learning process and the success of the theoretical aspirations for the session. This article discusses the idea of ‘teaching’ and how to facilitate conceptual development in a goal-oriented but child-centred practice. The main results show that play is central in early childhood education, and that problem-solving as a means for mathematics education needs to be problematised and used with sensitivity to the children's intentions and perspectives. 相似文献
20.
Annica Löfdahl Maria Folke-Fichtelius 《Early Years: An International Journal of Research and Development》2015,35(3):260-272
This article focuses on aspects of the notion of care in relation to the work of quality documentation in the Swedish preschool. Questions deal with how teachers enact pedagogy in relation to the documentation work; how they handle the demands of visibility; and which aspects of the teacher profession are exposed and which are silenced. Data consist of observations from staff meetings at a preschool and interviews with preschool teachers and their managers while discussing the work of documenting quality in the preschool. Our analytical tools are based on theories of teacher professionalism, combined with education policy. Our results show that the preschool staff rarely talk about care and that difficulty in describing and documenting the meaning of care leads them to use various professional strategies whereby they escape the challenges and transform care into children’s learning and knowledge. 相似文献