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1.
Patsy Cooper 《Journal of Early Childhood Teacher Education》2013,34(4):293-296
ABSTRACTNew education reforms in Australia, and elsewhere in the world, are calling for degree-qualified early childhood teachers to work in prior to school contexts, including child care. Yet, emerging research indicates that the majority of early childhood graduates are averse to work in child care, with a career desire to work in other contexts – primary, kindergarten, preschool. This paper reports on a pilot study that focused on early childhood teacher preparation, with attention to child care professional experience. Interviews with early childhood teacher educators, including program coordinators, focused on the decision making processes about the child care professional experience. Discourse analysis located some of the competing and complex discursive considerations, illuminating the contingencies and tensions that face early childhood teacher educators. The imperatives on reflective thinking and decision making in complex early childhood teacher education landscapes are illuminated. These contingencies and tensions have implications for the workforce they are charged to prepare, as policy imperatives call for teachers prepared and willing to work in child care. 相似文献
2.
Mathias Urban 《European Journal of Education》2012,47(4):477-481
This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in present-day Europe. The article argues that the role of research in these contexts is much more than that of a provider of data and information that underpin evidence-based policies. Instead, as part of a critical ecology of research, practice and policy, it is an inherently political practice. 相似文献
3.
Jessie Jovanovic Jennifer Fane 《Early Years: An International Journal of Research and Development》2016,36(2):148-164
In a climate of increasing regulation within early childhood education and care services, and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to ‘push back’ against the ‘regulatory gaze’ in the early childhood education and care sector, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on the students’ self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators’ reflections. Subsequent analysis highlights significant insights in relation to student-teachers’ understanding of professionalism and their role within the ECEC sector. The implications of this re-positioning of PSTs’ developing sense of professionalism amidst increasing regulation are discussed. 相似文献
4.
European education agendas have emphasized the importance of early childhood education in providing the foundations for lifelong learning. Central to the success of early childhood education is the quality of provision, with the workforce being key. While qualifications levels are frequently cited as important for the quality of provision here we ask questions of the attitudinal competences required to work in early childhood in two countries: England and Hungary. This paper presents a mixed-method study that considers the attitudinal competences perceived as needed by early childhood students and how these are acquired. We focus on the role of love in early childhood education and the contrasting perceptions and experiences in England and Hungary. In Hungary love is spoken about freely, but in England managerialist and entrepreneurial discourses are creating tensions with more emotional dispositions of being caring, supportive, and empathic that early childhood practitioners uphold. In Hungary, early childhood educators are given relative autonomy in their professional roles and love is a key characteristic. We consider historical, philosophical, and political developments in the two countries to shed light on how English and Hungarian perspectives have diverged, while exploring opportunities that comparing perspectives offers for the further professional development of early childhood educators. 相似文献
5.
张越 《襄樊职业技术学院学报》2014,(3):135-137
关注幼小衔接是当今幼儿教育研究的一个热门课题.提高幼儿心理能力成为了幼小衔接的关键.文章尝试根据幼儿教育心理学的有关知识及幼小衔接的相关要求,结合学龄前期幼儿的特点,探索如何提高幼儿心理能力,养成良好学习习惯,完成幼小衔接. 相似文献
6.
Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early childhood education teachers, who have the competence of kindergarten teachers (n = 80) and discuss how the development of early childhood education teachers’ expertise could be supported in a small country like Finland, and more specifically, in its northernmost part, the province of Lapland. This was a qualitative study. The data consisted of the early educators’ stories of their growth toward expertise. The analysis method was content analysis. Four themes emerged from the analysis of the early educators’ growth toward expertise. According to the informants, education, work experience, personal life history and personal attitudes toward work had been the most influential variables in the process of growth toward their expertise. This research showed that the development of early childhood education teachers’ expertise necessitates new kinds of working methods and measures for educational planning. In addition, there is need for individual development plans as the work has become more and more collegial and it is necessary to expand a notion of individual expertise into the realm of collaborative and socially shared expertise. 相似文献
7.
Feng Wang Mable B. Kinzie Patrick McGuire Edward Pan 《Early Childhood Education Journal》2010,37(5):381-389
Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible
vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and
educational software packages have been implemented in early childhood education and addressed a variety of subjects, including
mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology
into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional
technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts,
(b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical
early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also
identified and discussed. 相似文献
8.
Built on a sociocultural framework of policy analysis and Wertsch's concept of mediation, the present study examines how early childhood teacher education has changed as a result of interactions between reform policy and the action of teacher educators. Ten teacher educators participated in the study, along with eight early childhood leaders, 15 kindergarten principals and child care centre supervisors, and one policy‐maker. Data collected through interviews, focus‐group discussions, and reviews of government and organisational documents as well as press materials were analysed. The findings revealed that early childhood organisations were more active than teacher educators in the process of negotiation. Although early childhood teacher education has expanded since the handover in 1997, the voice and identity of the profession are still in an embryonic state. The study offers implications for redefining the roles of teacher educators and restructuring teacher education contexts to help facilitate the development of ideological consciousness and new understanding. 相似文献
9.
Helen L. Carlson Olga Zvagina Lena Stenmalm Sj lom 《Early education and development》1997,8(2):169-186
Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families. 相似文献
10.
Jennifer Skattebol Elizabeth Adamson Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131
Abstract
The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates. 相似文献
11.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2011,38(6):449-456
This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing
that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned
learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical
decision-making in early care and education programs. This project documents students’ perspectives toward their role as meaning-makers
through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain
practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking
in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social
justice, and self-awareness in their development of a professional ethical identity. 相似文献
12.
This paper analyses data from two sources of stakeholder feedback – first year pre‐service teachers and supervising teachers/centre directors – about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was part of a broader participatory action research project directed at maximising both the effectiveness of the pre‐service teachers' knowledge acquisition and meaning‐making and the sustainability of the partnership underpinning the practicum. The paper provides new insights into a hitherto under‐researched area, that of pre‐service early childhood teachers' professional learning experiences in child care contexts. It uses, as a basis, the work of Cardini. The main findings are that there are multiple viewpoints and competing interests, resulting in asymmetries, dissonance and the potential for conflict. 相似文献
13.
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
14.
Marianne Fenech Manjula Waniganayake Alma Fleet 《Asia-Pacific Journal of Teacher Education》2009,37(2):199-213
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and broader policy contexts, we argue that the early childhood profession is a profession on the margins and that this marginalisation complicates efforts to enhance numbers of early childhood teachers. Mindful of this marginalisation, we draw upon preliminary findings from a study exploring the motivations, beliefs and expectations of mature age postgraduate students to highlight practical issues pertaining to students and early childhood teacher education programs that further complicate policy drives to increase the supply of early childhood teachers. We propose that the success of such policy drives is dependent on a comprehensive addressing of the complexities raised in this paper. 相似文献
15.
关于在我国推广学前全纳教育的思考 总被引：1，自引：1，他引：1
自上世纪90年代以来，学前全纳教育在欧美等发达国家早已得到推广，而在我国还只是学术界讨论的一个主题或是作为一种尝试在少数幼儿园中实施。然而，根据相关政策、法律和研究，在我国推广学前全纳教育实际上有着坚实的法律基础、道德基础和教育基础。 相似文献
16.
This study aimed to investigate parental expectations of early childhood education and care services for young children. A total of 582 parents participated in the research and answered a range of questions relating to their expectations of the social and educational role of early childhood education services in Greece. The findings of the research confirmed that the administrative division between the types of preschool establishments are related with parental expectations for care provision (p < 0.001) and support for their needs (p < 0.05) during their absence from home to work. Also there was strong evidence that parents had high expectations for their collaboration with teachers of early childhood education about (a) solving their personal problems with their child at home (p < 0.001) (b) ensuring the best care provision for their child (p< 0.001) in the early childhood setting and (c) keeping their child happy at the preschool institution with fun activities when they have to go to work (p <0.001). 相似文献
17.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still
not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child
ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources
for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child
care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics
have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to
explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural
characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also
examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive
during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres
have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about
the effects on children’s well being and development. Limited correlations have been found between the type of interaction
and the structural characteristics. Research data highlight the need for further research to undergone and for changes in
Greek legislation, concerning the operation of Greek child care centres. 相似文献
18.
Challenging partnerships in Australian early childhood education 总被引：1，自引：0，他引：1
Collette Tayler 《Early Years: An International Journal of Research and Development》2006,26(3):249-265
Partnerships that form to advance early childhood education are influenced by history and purpose. They are enacted in diverse social, cultural, economic, geographic and educational contexts. Using the theme of ‘strong and equal partnership’ between family and school, and taking a theoretical standpoint that values social cohesion and the agency of the child, this paper investigates ways in which partnership developed in three different Australian contexts. Particular early childhood programs in Queensland and Western Australia, and a literacy support program in New South Wales fostered education partnerships between parents and teachers, and among professionals, as a key component of effective curriculum. The prevailing management approaches and conceptions of power in the contexts enabled partnerships to be enacted in different ways. Reflection on the program management of curriculum work may be valuable in settings where players are working to achieve a cohesive approach to early education, especially an approach that foregrounds the agency of the child. 相似文献
19.
This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. 相似文献
20.
Nicole Leggett 《Early Childhood Education Journal》2017,45(6):845-853
Creativity is a topic of wide global interest, often discussed in fields such as education, psychology and business (Runco, Divergent thinking and creative potential, Hampton Press, New York, 2013; Yoruk and Runco, Journal for Neurocognitive Research 56:1–16, 2014). However, the relationship of pedagogical practices in early childhood education and care (ECEC) as it applies to the development of creative thought processes of young children is a relatively new area for investigation. This paper presents recent research that examines the role of the educator as an intentional teacher within Australian early learning environments and investigates the relationship of this role to children’s developing creativity. Theoretically informed by Vygotsky’s sociocultural constructivist approach (Vygotsky, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA, 1930, 1978) and neo-Vygotskian theories on creativity (John-Steiner and Moran, Educational Psychologist 31:191–206, 2012), this paper explores some of the beliefs and understandings of educators on creativity. Furthermore, this paper exposes some of the misconceptions of educators about children’s creative thinking as they engage in play-based learning activities. The evidence from this Australian study suggests that the role of the educator is pivotal in assisting children in the early development of creative thinking thus challenging their role as educators. 相似文献