Pub Date : 2024-03-18DOI: 10.1080/09575146.2024.2329595
Sandra Chang-Kredl, Lisa Farley, Julie C. Garlen, Debbie Sonu
In this article, we highlight how adults remain emotionally involved with transitional objects, such as stuffed animals, carried over from their childhoods. Drawing on focus groups involving underg...
{"title":"Ongoing attachments with stuffed toys: conceptualizing childhood and teaching through transitional objects","authors":"Sandra Chang-Kredl, Lisa Farley, Julie C. Garlen, Debbie Sonu","doi":"10.1080/09575146.2024.2329595","DOIUrl":"https://doi.org/10.1080/09575146.2024.2329595","url":null,"abstract":"In this article, we highlight how adults remain emotionally involved with transitional objects, such as stuffed animals, carried over from their childhoods. Drawing on focus groups involving underg...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"2014 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1080/09575146.2024.2325997
Ignasia Renatus Mligo
This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum developmen...
本文采用一个分析框架，从幼儿教育课程开发的国际视角出发，对幼儿教育课程的开发进行了探讨。
{"title":"International perspectives on early childhood education curriculum development: reflections on a documentary review","authors":"Ignasia Renatus Mligo","doi":"10.1080/09575146.2024.2325997","DOIUrl":"https://doi.org/10.1080/09575146.2024.2325997","url":null,"abstract":"This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum developmen...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"125 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1080/09575146.2024.2309413
Published in Early Years: An International Research Journal (Vol. 44, No. 1, 2024)
发表于《Early Years：国际研究期刊》（第 44 卷第 1 期，2024 年）
{"title":"List of reviewers from 2023","authors":"","doi":"10.1080/09575146.2024.2309413","DOIUrl":"https://doi.org/10.1080/09575146.2024.2309413","url":null,"abstract":"Published in Early Years: An International Research Journal (Vol. 44, No. 1, 2024)","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"373 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.1080/09575146.2024.2310579
Rahaf F. Bedaiwi, Nizar H. Bagadood, Mona F. Sulaimani
This study seeks an understanding of the opportunities and challenges involved in providing home based early intervention services for children with disabilities in Saudi Arabia (SA), from the pers...
本研究旨在了解沙特阿拉伯（SA）为残疾儿童提供居家早期干预服务所涉及的机遇和挑战。
{"title":"Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective","authors":"Rahaf F. Bedaiwi, Nizar H. Bagadood, Mona F. Sulaimani","doi":"10.1080/09575146.2024.2310579","DOIUrl":"https://doi.org/10.1080/09575146.2024.2310579","url":null,"abstract":"This study seeks an understanding of the opportunities and challenges involved in providing home based early intervention services for children with disabilities in Saudi Arabia (SA), from the pers...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"42 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139910354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1080/09575146.2024.2308099
Kayla Halls, Mona Sakr, Kerris Cooper
This research pinpoints the barriers UK early years (EY) leaders face in accessing digitally mediated leadership development. Furthermore, we consider initiatives to disrupt digital exclusion and e...
{"title":"‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development","authors":"Kayla Halls, Mona Sakr, Kerris Cooper","doi":"10.1080/09575146.2024.2308099","DOIUrl":"https://doi.org/10.1080/09575146.2024.2308099","url":null,"abstract":"This research pinpoints the barriers UK early years (EY) leaders face in accessing digitally mediated leadership development. Furthermore, we consider initiatives to disrupt digital exclusion and e...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"36 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1080/09575146.2024.2307537
Fatma Busra Aksoy Kumru
In Scotland, the work of Friedrich Froebel (1782–1852) has captured the interest of practitioners, policy makers and academics. Indeed, the National Guidance, Realising the Ambition: Being Me sugge...
{"title":"What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives","authors":"Fatma Busra Aksoy Kumru","doi":"10.1080/09575146.2024.2307537","DOIUrl":"https://doi.org/10.1080/09575146.2024.2307537","url":null,"abstract":"In Scotland, the work of Friedrich Froebel (1782–1852) has captured the interest of practitioners, policy makers and academics. Indeed, the National Guidance, Realising the Ambition: Being Me sugge...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.1080/09575146.2024.2303045
Andrea Nolan, Natalie Robertson, Katherine Bussey
Preparing early childhood teachers for the workforce is a national priority for Australia due to shortages of qualified early childhood professionals and increases in children attending early child...
{"title":"The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia","authors":"Andrea Nolan, Natalie Robertson, Katherine Bussey","doi":"10.1080/09575146.2024.2303045","DOIUrl":"https://doi.org/10.1080/09575146.2024.2303045","url":null,"abstract":"Preparing early childhood teachers for the workforce is a national priority for Australia due to shortages of qualified early childhood professionals and increases in children attending early child...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"189 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139517214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.1080/09575146.2023.2299951
Hüseyin Kotaman, Seval Ördek İnceoğlu
The purpose of the study is to examine the impact of in-service education for early childhood teachers about scientific processing skills on young children’s (5–6 year-old) science and mathematics ...
本研究旨在探讨幼儿教师在职科学处理技能教育对幼儿（5-6 岁）科学和数学学习的影响。
{"title":"Impact of Kindergarten Teachers’ Scientific Processing Skills Training on Children’s Science and Mathematics Development","authors":"Hüseyin Kotaman, Seval Ördek İnceoğlu","doi":"10.1080/09575146.2023.2299951","DOIUrl":"https://doi.org/10.1080/09575146.2023.2299951","url":null,"abstract":"The purpose of the study is to examine the impact of in-service education for early childhood teachers about scientific processing skills on young children’s (5–6 year-old) science and mathematics ...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"256 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139410195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-04DOI: 10.1080/09575146.2023.2284631
Nicola Daly, Janette Kelly-Ware
Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that...
{"title":"Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings","authors":"Nicola Daly, Janette Kelly-Ware","doi":"10.1080/09575146.2023.2284631","DOIUrl":"https://doi.org/10.1080/09575146.2023.2284631","url":null,"abstract":"Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that...","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"52 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/09575146.2023.2276035
Leah G. Taylor, Mara Primucci, Maeghan E. James, Kelly P. Arbour-Nicitopoulos, Patricia Tucker
ABSTRACTWhile active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care.KEYWORDS: Early childhood educationactive playinclusiondisabilitypre-service learning AcknowledgmentsThe authors thank Brianna Wallace (Undergraduate Student, University of Toronto) for her contributions to data extraction.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Inclusive active play curriculum in pre-service Canadian early childhood education programs","authors":"Leah G. Taylor, Mara Primucci, Maeghan E. James, Kelly P. Arbour-Nicitopoulos, Patricia Tucker","doi":"10.1080/09575146.2023.2276035","DOIUrl":"https://doi.org/10.1080/09575146.2023.2276035","url":null,"abstract":"ABSTRACTWhile active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care.KEYWORDS: Early childhood educationactive playinclusiondisabilitypre-service learning AcknowledgmentsThe authors thank Brianna Wallace (Undergraduate Student, University of Toronto) for her contributions to data extraction.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"15 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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