Pub Date : 2023-05-27DOI: 10.1080/09575146.2023.2227916
Maria Cooper, G. Quiñones, Andi Salamon, Tina Stratigos
ABSTRACT Undertaking infant-toddler practicum during initial teacher education is critical to ensuring preservice teachers (PSTs) are well prepared for their future role as early childhood teachers. PSTs, however, can face challenges in infant-toddler practicum given the demands of this unique teaching and learning context. A knowledgeable, experienced educator as a guide is key to supporting PSTs’ learning during placement. This paper illuminates the practices of an infant-toddler educator who supported an international PST’s learning during her first nappy change on an infant-toddler practicum in an early childhood service in Australia. The paper addresses the scarce literature on PSTs’ experiences in infant-toddler settings, which can guide their relationships with colleagues. Drawing on the theory of practice architectures, we analyse a video vignette of the PST and educator during a nappy changing practice. We highlight the practices of both the educator and PST which helped the PST learn by being ‘stirred in’ to this common but unfamiliar practice for her and many other PSTs who may never have held a baby before. Implications call for cooperative and experienced educators who can support PSTs with pedagogical and practical elements of the practicum.
{"title":"“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers","authors":"Maria Cooper, G. Quiñones, Andi Salamon, Tina Stratigos","doi":"10.1080/09575146.2023.2227916","DOIUrl":"https://doi.org/10.1080/09575146.2023.2227916","url":null,"abstract":"ABSTRACT Undertaking infant-toddler practicum during initial teacher education is critical to ensuring preservice teachers (PSTs) are well prepared for their future role as early childhood teachers. PSTs, however, can face challenges in infant-toddler practicum given the demands of this unique teaching and learning context. A knowledgeable, experienced educator as a guide is key to supporting PSTs’ learning during placement. This paper illuminates the practices of an infant-toddler educator who supported an international PST’s learning during her first nappy change on an infant-toddler practicum in an early childhood service in Australia. The paper addresses the scarce literature on PSTs’ experiences in infant-toddler settings, which can guide their relationships with colleagues. Drawing on the theory of practice architectures, we analyse a video vignette of the PST and educator during a nappy changing practice. We highlight the practices of both the educator and PST which helped the PST learn by being ‘stirred in’ to this common but unfamiliar practice for her and many other PSTs who may never have held a baby before. Implications call for cooperative and experienced educators who can support PSTs with pedagogical and practical elements of the practicum.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"513 - 527"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45954752","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 : 2023-05-26DOI: 10.1080/09575146.2023.2217479
V. Martínez-Bello, Herminia Vega-Perona, L. Monsalve-Lorente, María del Mar Bernabé-Villodre, Paula Robles-Galán, Sandra Molines-Borrás, Yolanda Cabrera García-Ochoa
{"title":"Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin?","authors":"V. Martínez-Bello, Herminia Vega-Perona, L. Monsalve-Lorente, María del Mar Bernabé-Villodre, Paula Robles-Galán, Sandra Molines-Borrás, Yolanda Cabrera García-Ochoa","doi":"10.1080/09575146.2023.2217479","DOIUrl":"https://doi.org/10.1080/09575146.2023.2217479","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49483421","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 : 2023-05-24DOI: 10.1080/09575146.2023.2215477
Jenny Marttila, R. Fukkink, M. Silvén
{"title":"Early childhood education professionals’ mentalization: a pilot study","authors":"Jenny Marttila, R. Fukkink, M. Silvén","doi":"10.1080/09575146.2023.2215477","DOIUrl":"https://doi.org/10.1080/09575146.2023.2215477","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44807520","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 : 2023-05-15DOI: 10.1080/09575146.2023.2212330
Joan Walton, Janice Darkes-Sutcliffe, D. Charura, Gill Mason, Emma Bradshaw, Emily McGeown
The initial aim of this research was to undertake an in-depth study to understand the impact of COVID-19 on early years practitioners. Following a survey and interviews with staff in Kids Planet Day Nurseries, an early years organisation in England, we used thematic analysis to analyse their responses. The findings were diverse, particularly highlighting the centrality of relationships in influencing how people responded to the anxiety caused by the pandemic, but the learning did not stop there. The research team was multidisciplinary, including university researchers and a manager from Kids Planet. It was discovered that the professional role of the interviewer influenced the response to the questions. Similarly, discussions within the research group highlighted the entanglement of knowledge acquisition and ethical practice, with consequent challenges. We discuss the value of explicitly supporting a relational worldview in Early Childhood Education and Care as the foundation for understanding and promoting improved ways of working together. [ FROM AUTHOR] Copyright of Early Years: Journal of International Research & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Learning from COVID: recognising the centrality of the relational in early years practice and research","authors":"Joan Walton, Janice Darkes-Sutcliffe, D. Charura, Gill Mason, Emma Bradshaw, Emily McGeown","doi":"10.1080/09575146.2023.2212330","DOIUrl":"https://doi.org/10.1080/09575146.2023.2212330","url":null,"abstract":"The initial aim of this research was to undertake an in-depth study to understand the impact of COVID-19 on early years practitioners. Following a survey and interviews with staff in Kids Planet Day Nurseries, an early years organisation in England, we used thematic analysis to analyse their responses. The findings were diverse, particularly highlighting the centrality of relationships in influencing how people responded to the anxiety caused by the pandemic, but the learning did not stop there. The research team was multidisciplinary, including university researchers and a manager from Kids Planet. It was discovered that the professional role of the interviewer influenced the response to the questions. Similarly, discussions within the research group highlighted the entanglement of knowledge acquisition and ethical practice, with consequent challenges. We discuss the value of explicitly supporting a relational worldview in Early Childhood Education and Care as the foundation for understanding and promoting improved ways of working together. [ FROM AUTHOR] Copyright of Early Years: Journal of International Research & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44365403","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 : 2023-05-03DOI: 10.1080/09575146.2023.2209293
M. Shin, S. Recchia
ABSTRACT This study followed three preservice student teachers as they navigated a semester-long infant-toddler practicum designed to enact a relationship-based approach to teaching and learning. Selected participants were in particular and contrasting placement settings, which served as a catalyst for engaging in critical reflection in multiple ways. Critical reflection was integrated into all course assignments and highlighted within an interactive journaling process. Throughout the practicum, students met together in a weekly seminar with the course instructor, who also served as their field supervisor. Findings uncover multiple ways that critical self-reflection was stimulated in preservice students and the value and interconnection of multiple mentoring practices, including traditional, collaborative, peer and reverse mentoring. While each preservice student teacher engaged in critical reflection in unique ways, they all benefitted from the supportive infrastructure and socially shared, collective reflection with others. This study highlights how critical reflection supported by collaborative dialogue and mentoring can influence transformative practice in caring for infants. Implications for early childhood teacher education and insights for the field are discussed.
{"title":"Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice","authors":"M. Shin, S. Recchia","doi":"10.1080/09575146.2023.2209293","DOIUrl":"https://doi.org/10.1080/09575146.2023.2209293","url":null,"abstract":"ABSTRACT This study followed three preservice student teachers as they navigated a semester-long infant-toddler practicum designed to enact a relationship-based approach to teaching and learning. Selected participants were in particular and contrasting placement settings, which served as a catalyst for engaging in critical reflection in multiple ways. Critical reflection was integrated into all course assignments and highlighted within an interactive journaling process. Throughout the practicum, students met together in a weekly seminar with the course instructor, who also served as their field supervisor. Findings uncover multiple ways that critical self-reflection was stimulated in preservice students and the value and interconnection of multiple mentoring practices, including traditional, collaborative, peer and reverse mentoring. While each preservice student teacher engaged in critical reflection in unique ways, they all benefitted from the supportive infrastructure and socially shared, collective reflection with others. This study highlights how critical reflection supported by collaborative dialogue and mentoring can influence transformative practice in caring for infants. Implications for early childhood teacher education and insights for the field are discussed.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"626 - 640"},"PeriodicalIF":1.1,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41707548","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 : 2023-04-18DOI: 10.1080/09575146.2023.2198170
Wenjie Wang, Annabelle Black Delfin
{"title":"Cell phones as ‘super props’: children’s language development in sociodramatic play","authors":"Wenjie Wang, Annabelle Black Delfin","doi":"10.1080/09575146.2023.2198170","DOIUrl":"https://doi.org/10.1080/09575146.2023.2198170","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44871061","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 : 2023-04-04DOI: 10.1080/09575146.2023.2198164
P. Guerra, Ignacio Figueroa Céspedes, P. Zamora, María Paz González
{"title":"An exploratory study of Chilean early childhood teachers’ professional learning communities","authors":"P. Guerra, Ignacio Figueroa Céspedes, P. Zamora, María Paz González","doi":"10.1080/09575146.2023.2198164","DOIUrl":"https://doi.org/10.1080/09575146.2023.2198164","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46661206","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 : 2023-03-29DOI: 10.1080/09575146.2023.2190498
Caroline Guard
ABSTRACT Grounded in Froebelian Principles, infused with Bakhtin’s Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals reflected on the emotional dimensions of interactions with babies to uncover how their voices manifest in practice. Conflict between personal dispositions, professional responsibility and opposing forces in the broader environmental climate occurred but, stepping back from authoritative, regulated pressures in the nursery environment promoted opportunities for new ways of thinking to emerge. Analysis of data was framed within a Cultural Historical Wholeness Approach, examining societal, institutional, and personal dimensions. Three dominating themes emerged: Reconceptualization of babies’ voice and agency, Empowerment, Reaffirmed value in professional role. Fundamentally, educators embarked on a journey becoming highly conscious of their own actions enacting an increased integrity and confidence to reframe the voice of babies as a valued aspect of institutional practice.
{"title":"‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators","authors":"Caroline Guard","doi":"10.1080/09575146.2023.2190498","DOIUrl":"https://doi.org/10.1080/09575146.2023.2190498","url":null,"abstract":"ABSTRACT Grounded in Froebelian Principles, infused with Bakhtin’s Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals reflected on the emotional dimensions of interactions with babies to uncover how their voices manifest in practice. Conflict between personal dispositions, professional responsibility and opposing forces in the broader environmental climate occurred but, stepping back from authoritative, regulated pressures in the nursery environment promoted opportunities for new ways of thinking to emerge. Analysis of data was framed within a Cultural Historical Wholeness Approach, examining societal, institutional, and personal dimensions. Three dominating themes emerged: Reconceptualization of babies’ voice and agency, Empowerment, Reaffirmed value in professional role. Fundamentally, educators embarked on a journey becoming highly conscious of their own actions enacting an increased integrity and confidence to reframe the voice of babies as a valued aspect of institutional practice.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"606 - 625"},"PeriodicalIF":1.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45469701","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 : 2023-03-23DOI: 10.1080/09575146.2023.2192437
Nourah Ibrahim Abdullah Albash, M. Turkestani
{"title":"Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review","authors":"Nourah Ibrahim Abdullah Albash, M. Turkestani","doi":"10.1080/09575146.2023.2192437","DOIUrl":"https://doi.org/10.1080/09575146.2023.2192437","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45030220","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 : 2023-03-15DOI: 10.1080/09575146.2023.2190053
Jessica Prioletta
{"title":"Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education","authors":"Jessica Prioletta","doi":"10.1080/09575146.2023.2190053","DOIUrl":"https://doi.org/10.1080/09575146.2023.2190053","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41863799","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：