Pub Date : 2023-07-26DOI: 10.1080/09575146.2023.2237207
M. Aboagye, C. O. Antwi, Kotor Asare, Ntim Seth, Ficus Gyasi, Frimpong Kwasi
{"title":"Job stress and teacher burnout in preschools – Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country","authors":"M. Aboagye, C. O. Antwi, Kotor Asare, Ntim Seth, Ficus Gyasi, Frimpong Kwasi","doi":"10.1080/09575146.2023.2237207","DOIUrl":"https://doi.org/10.1080/09575146.2023.2237207","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732570","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 : 2023-07-21DOI: 10.1080/09575146.2023.2237205
Wenxuan Zhang, L. Li, Leigh Disney
Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers’ perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard’s model is applied to frame analysis for capturing EC teachers’ views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children’s mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children’s mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers’ professional development to support the advance of culturally sensitive play-based mathematics teaching in China.
{"title":"Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts","authors":"Wenxuan Zhang, L. Li, Leigh Disney","doi":"10.1080/09575146.2023.2237205","DOIUrl":"https://doi.org/10.1080/09575146.2023.2237205","url":null,"abstract":"Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers’ perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard’s model is applied to frame analysis for capturing EC teachers’ views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children’s mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children’s mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers’ professional development to support the advance of culturally sensitive play-based mathematics teaching in China.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158589","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 : 2023-07-17DOI: 10.1080/09575146.2023.2236324
Iskender Gelir
{"title":"The effects of the COVID-19 pandemic on preschool teachers’ identity","authors":"Iskender Gelir","doi":"10.1080/09575146.2023.2236324","DOIUrl":"https://doi.org/10.1080/09575146.2023.2236324","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43552397","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 : 2023-07-10DOI: 10.1080/09575146.2023.2232951
Kaisa Harju, Mari Vuorisalo, M. Paananen, N. Rutanen
{"title":"Children’s transitions in early childhood education and care: various combinations of dis-/continuities","authors":"Kaisa Harju, Mari Vuorisalo, M. Paananen, N. Rutanen","doi":"10.1080/09575146.2023.2232951","DOIUrl":"https://doi.org/10.1080/09575146.2023.2232951","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838203","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 : 2023-07-06DOI: 10.1080/09575146.2023.2218598
Jaime Balladares, Martín Miranda, Karen Cordova
{"title":"The effects of board games on math skills in children attending prekindergarten and kindergarten: A systematic review","authors":"Jaime Balladares, Martín Miranda, Karen Cordova","doi":"10.1080/09575146.2023.2218598","DOIUrl":"https://doi.org/10.1080/09575146.2023.2218598","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701566","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 : 2023-06-23DOI: 10.1080/09575146.2023.2220978
Tanya Richardson, Sue J. Waite, P. Askerlund, Ellen Almers, Sara Hvit-Lindstrand
{"title":"How does nature support early language learning? A systematic literature review","authors":"Tanya Richardson, Sue J. Waite, P. Askerlund, Ellen Almers, Sara Hvit-Lindstrand","doi":"10.1080/09575146.2023.2220978","DOIUrl":"https://doi.org/10.1080/09575146.2023.2220978","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45816028","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 : 2023-05-29DOI: 10.1080/09575146.2023.2205055
Yuejiu Wang, L. Li, M. Fleer, Yuwen Ma
{"title":"Creating conditions for Chinese kindergarten Teacher’s professional development in a play-based setting","authors":"Yuejiu Wang, L. Li, M. Fleer, Yuwen Ma","doi":"10.1080/09575146.2023.2205055","DOIUrl":"https://doi.org/10.1080/09575146.2023.2205055","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012472","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 : 2023-05-27DOI: 10.1080/09575146.2023.2235096
S. Araújo, Susana Esteves, M. Marta
ABSTRACT In Portugal, professional preparation for working with infants and toddlers is often characterized as insufficient and/or inadequate in light of the specific professionalism required for working with very young children. This study is situated in initial professional education (IPE) and, in particular, on practicum experiences within an early childhood education professional Master’s programme. Drawing on Goldschmied’s approach, it aims to capture Master’s students’ perspectives on the contributions of heuristic play to learning about their role as infant-toddler pedagogues. Written narratives and practicum reports of 21 students were subjected to content analysis. Students highlighted contributions of heuristic play in assuming a non-directive supportive role, organizing the learning environment, observing children’s experiences, and in reconstructing the image of the child. Students acknowledged struggles, while (re)envisioning their role, especially the critical balance between non-intervening and facilitating children’s play. Implications are presented for the need to improve the early childhood education IPE programmes through the integration of infant-toddler pedagogy(ies) and the enactment of a process-oriented and reflective approach to professional learning.
{"title":"On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education","authors":"S. Araújo, Susana Esteves, M. Marta","doi":"10.1080/09575146.2023.2235096","DOIUrl":"https://doi.org/10.1080/09575146.2023.2235096","url":null,"abstract":"ABSTRACT In Portugal, professional preparation for working with infants and toddlers is often characterized as insufficient and/or inadequate in light of the specific professionalism required for working with very young children. This study is situated in initial professional education (IPE) and, in particular, on practicum experiences within an early childhood education professional Master’s programme. Drawing on Goldschmied’s approach, it aims to capture Master’s students’ perspectives on the contributions of heuristic play to learning about their role as infant-toddler pedagogues. Written narratives and practicum reports of 21 students were subjected to content analysis. Students highlighted contributions of heuristic play in assuming a non-directive supportive role, organizing the learning environment, observing children’s experiences, and in reconstructing the image of the child. Students acknowledged struggles, while (re)envisioning their role, especially the critical balance between non-intervening and facilitating children’s play. Implications are presented for the need to improve the early childhood education IPE programmes through the integration of infant-toddler pedagogy(ies) and the enactment of a process-oriented and reflective approach to professional learning.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"545 - 560"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45432967","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 : 2023-05-27DOI: 10.1080/09575146.2023.2230379
F. R. Penman, B. Redder
ABSTRACT In Aotearoa New Zealand, there has been a significant increase in the numbers of infants and toddlers participating in ‘out-of-home’ care and education settings. While initial teacher education programmes include references to this age group, due to competing priorities in the programmes, space to include the depth of knowledge required is scarce. In 2020, Te Rito Maioha Early Childhood New Zealand developed and implemented an online specialist infant and toddler learning and development postgraduate diploma qualification. The online programme employs multi-disciplinary theories and research from fields such as education, health, and social services to support a holistic view of learning, development, and wellbeing. This paper draws on collaborative self-study and survey methodologies that investigated the key requirements of an effective online specialist infant and toddler postgraduate qualification and how these supported teachers to engage with the learning. Our findings highlight the positive impact of the qualification on infant and toddler teacher identity and pedagogy and, from their perspective, improved outcomes for infants and toddlers. Key aspects of success were asynchronous online delivery, teacher-educator availability, and multi-disciplinary perspectives. Keywords: infant; toddler; online; specialisation; pedagogy; self-study; teacher-educator availability, and multi-disciplinary perspectives.
摘要在新西兰奥特亚，参与“家庭外”护理和教育环境的婴幼儿数量显著增加。虽然最初的教师教育方案中提到了这一年龄组，但由于方案中的优先事项相互竞争，包含所需知识深度的空间很小。2020年，Te Rito Maioha Early Childhood New Zealand开发并实施了一项在线专业婴幼儿学习与发展研究生文凭资格。该在线课程采用了教育、健康和社会服务等领域的多学科理论和研究，以支持对学习、发展和幸福的整体看法。本文借鉴了合作自学和调查方法，调查了有效的在线专家婴幼儿研究生资格的关键要求，以及这些要求如何支持教师参与学习。我们的研究结果强调了资格认证对婴幼儿教师身份和教育学的积极影响，并从他们的角度改善了婴幼儿的成绩。成功的关键方面是异步在线交付、教师教育工作者的可用性和多学科视角。关键词：婴儿；蹒跚学步的孩子在线的专业化；教育学自学；教师教育工作者的可用性和多学科视角。
{"title":"Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience","authors":"F. R. Penman, B. Redder","doi":"10.1080/09575146.2023.2230379","DOIUrl":"https://doi.org/10.1080/09575146.2023.2230379","url":null,"abstract":"ABSTRACT In Aotearoa New Zealand, there has been a significant increase in the numbers of infants and toddlers participating in ‘out-of-home’ care and education settings. While initial teacher education programmes include references to this age group, due to competing priorities in the programmes, space to include the depth of knowledge required is scarce. In 2020, Te Rito Maioha Early Childhood New Zealand developed and implemented an online specialist infant and toddler learning and development postgraduate diploma qualification. The online programme employs multi-disciplinary theories and research from fields such as education, health, and social services to support a holistic view of learning, development, and wellbeing. This paper draws on collaborative self-study and survey methodologies that investigated the key requirements of an effective online specialist infant and toddler postgraduate qualification and how these supported teachers to engage with the learning. Our findings highlight the positive impact of the qualification on infant and toddler teacher identity and pedagogy and, from their perspective, improved outcomes for infants and toddlers. Key aspects of success were asynchronous online delivery, teacher-educator availability, and multi-disciplinary perspectives. Keywords: infant; toddler; online; specialisation; pedagogy; self-study; teacher-educator availability, and multi-disciplinary perspectives.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"484 - 498"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004584","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 : 2023-05-27DOI: 10.1080/09575146.2023.2229069
Anna Lees, C. Brennan
ABSTRACT The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and practice. We suggest that to prepare early childhood educators committed to bringing about just and sustainable futures, early childhood teacher preparation programs must begin to make visible and interrupt the notion of age segregation, support understandings of very young children as complete individuals and foster teacher preparation grounded in holistic, familial, and relational development. In considering how early childhood teacher preparation programs can prepare educators to serve children and families across their lifespan, we share perspectives of teacher candidates and recent graduates regarding how an infant/toddler practicum experience impacted and held relevance to their PK-3 teaching practice
{"title":"An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates","authors":"Anna Lees, C. Brennan","doi":"10.1080/09575146.2023.2229069","DOIUrl":"https://doi.org/10.1080/09575146.2023.2229069","url":null,"abstract":"ABSTRACT The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and practice. We suggest that to prepare early childhood educators committed to bringing about just and sustainable futures, early childhood teacher preparation programs must begin to make visible and interrupt the notion of age segregation, support understandings of very young children as complete individuals and foster teacher preparation grounded in holistic, familial, and relational development. In considering how early childhood teacher preparation programs can prepare educators to serve children and families across their lifespan, we share perspectives of teacher candidates and recent graduates regarding how an infant/toddler practicum experience impacted and held relevance to their PK-3 teaching practice","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"561 - 575"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962051","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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