Pub Date : 2023-12-05DOI: 10.1177/1476718x231210634
Abigail Slovick, Bruce Fuller, Ja’Nya Banks, Chunhan Huang, Carla Bryant
Policy makers in California intend to provide free preschool to all 4-year-olds solely within public schools by 2026, becoming the nation’s second largest single pre-K program in the United States after Head Start. This initiative builds on the state’s existing Transitional Kindergarten (TK) option that has served a modest share of 4-year-olds since 2010. Tracing the historical growth in TK enrollments, we find that just 30, mostly urban school districts, enrolled two-fifths of all children served by 2020, responding to funding incentives and displaying stronger organizational capacity. Meanwhile, one-third of California’s nearly one thousand districts enrolled fewer than 12 TK children. Black, white, and Asian children remained disproportionally under-enrolled as a share of their respective populations, as enrollments climbed past 90,000 children prior to the COVID-19 pandemic. Identifying factors that may explain widely differing gains in TK enrollment, merging education and local census data, we find the suburbs began to catch-up with cities in serving additional 4-year-olds, as well as districts offering school choice (e.g., charter schools). We discuss implications for other nations attempting to rapidly expand preschool, including the inequities that may inadvertently arise.
{"title":"California’s push for universal pre-K: Uneven school capacity and racial disparities in access","authors":"Abigail Slovick, Bruce Fuller, Ja’Nya Banks, Chunhan Huang, Carla Bryant","doi":"10.1177/1476718x231210634","DOIUrl":"https://doi.org/10.1177/1476718x231210634","url":null,"abstract":"Policy makers in California intend to provide free preschool to all 4-year-olds solely within public schools by 2026, becoming the nation’s second largest single pre-K program in the United States after Head Start. This initiative builds on the state’s existing Transitional Kindergarten (TK) option that has served a modest share of 4-year-olds since 2010. Tracing the historical growth in TK enrollments, we find that just 30, mostly urban school districts, enrolled two-fifths of all children served by 2020, responding to funding incentives and displaying stronger organizational capacity. Meanwhile, one-third of California’s nearly one thousand districts enrolled fewer than 12 TK children. Black, white, and Asian children remained disproportionally under-enrolled as a share of their respective populations, as enrollments climbed past 90,000 children prior to the COVID-19 pandemic. Identifying factors that may explain widely differing gains in TK enrollment, merging education and local census data, we find the suburbs began to catch-up with cities in serving additional 4-year-olds, as well as districts offering school choice (e.g., charter schools). We discuss implications for other nations attempting to rapidly expand preschool, including the inequities that may inadvertently arise.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1177/1476718x231210645
Celine P. Y. Chu, Karen McLean, Susan Edwards
Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents’ attendance at playgroups provides opportunities for involvement in play. However, little is known about parents’ practices of co-play in playgroups and the potential for these practices to enhance children’s play experiences in early childhood. Drawing on practice architectures theory, this paper identifies parents’ practices of co-play in a community playgroup, and the enablers and constraints on those practices. Data were collected through ethnographic methods, which included participant observation and informal individual interviews. The findings show that parents’ practices of co-play consider the child’s needs and interests in ways that support development and enhance children’s play in the community playgroup. This research contributes new knowledge about the range of co-play practices engaged in by parents with children in community playgroups.
{"title":"Parents’ practices of co-play in a community playgroup","authors":"Celine P. Y. Chu, Karen McLean, Susan Edwards","doi":"10.1177/1476718x231210645","DOIUrl":"https://doi.org/10.1177/1476718x231210645","url":null,"abstract":"Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents’ attendance at playgroups provides opportunities for involvement in play. However, little is known about parents’ practices of co-play in playgroups and the potential for these practices to enhance children’s play experiences in early childhood. Drawing on practice architectures theory, this paper identifies parents’ practices of co-play in a community playgroup, and the enablers and constraints on those practices. Data were collected through ethnographic methods, which included participant observation and informal individual interviews. The findings show that parents’ practices of co-play consider the child’s needs and interests in ways that support development and enhance children’s play in the community playgroup. This research contributes new knowledge about the range of co-play practices engaged in by parents with children in community playgroups.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1177/1476718x231210642
Eleni Loizou, Manto Olymbiou
The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children’s constructive play and highlight how this involvement supported children’s play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children’s learning, we specifically examine PSSs involvement in constructive play. Participants were four out of 26 PSSs participating in their school experience program phase III and 17 children of the ages 5–6 years. Data was collected through videos, 12 in total, of approximately 20 minutes each, during which the PSSs interacted with children while participating in constructive play. Also, data was collected through reflective journals reported after each video. Data analysis highlighted the different ways the PSSs employed to get involved in children’s play, these being either using direct or indirect involvement. This study suggests that early childhood teachers’ reflection can create a Zone of Proximal Action which refers to good fit direct and indirect involvement supporting children’s mature constructive play behaviours.
{"title":"Constructive play: Exploring pre-service early childhood teachers’ play involvement","authors":"Eleni Loizou, Manto Olymbiou","doi":"10.1177/1476718x231210642","DOIUrl":"https://doi.org/10.1177/1476718x231210642","url":null,"abstract":"The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children’s constructive play and highlight how this involvement supported children’s play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children’s learning, we specifically examine PSSs involvement in constructive play. Participants were four out of 26 PSSs participating in their school experience program phase III and 17 children of the ages 5–6 years. Data was collected through videos, 12 in total, of approximately 20 minutes each, during which the PSSs interacted with children while participating in constructive play. Also, data was collected through reflective journals reported after each video. Data analysis highlighted the different ways the PSSs employed to get involved in children’s play, these being either using direct or indirect involvement. This study suggests that early childhood teachers’ reflection can create a Zone of Proximal Action which refers to good fit direct and indirect involvement supporting children’s mature constructive play behaviours.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138601038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.1177/1476718x231210633
L. Kay, Alison Buxton
The global growth of makerspaces, focusing on STEM (Science, Technology, Engineering, Mathematics) disciplines, supports participatory child-centred learning and fosters essential skills in areas such as creativity, critical thinking, and collaboration. We argue that establishing a makerspace pedagogy in schools fosters children’s engagement in digital/technological learning in a way that is in-keeping with the creative practices of the early years. This paper reports on findings from a research project that took place in one local authority in the north of England focusing on the educational implications of makerspace participation for young children and teachers. The project explored children and teacher engagement with a ‘MakerBox’ containing a story sack, language and maths activities and maker activities in 17 early years classrooms (Nursery and Reception). As a way of recording children’s learning we devised the Makerspace Learning Assessment Framework (MLAF) based on the Characteristics of Effective Learning (CoEL). This framework has been developed as a way of supporting teachers to assess children’s skills, knowledge and understanding when participating in makerspaces in a child-centred and holistic way. Through interviews with teachers, we explored their perception of the educational implications of makerspaces for children’s learning and their own professional development. Our findings indicate that engagement in makerspaces enhances children’s learning experiences as evidenced by the CoEL and positively impacts teachers’ STEM knowledge and practice. We conclude that makerspaces offer an holistic, child-centred approach to learning and skill development, aligning with early years creative practice and teacher professional growth.
{"title":"Makerspaces and the Characteristics of Effective Learning in the early years","authors":"L. Kay, Alison Buxton","doi":"10.1177/1476718x231210633","DOIUrl":"https://doi.org/10.1177/1476718x231210633","url":null,"abstract":"The global growth of makerspaces, focusing on STEM (Science, Technology, Engineering, Mathematics) disciplines, supports participatory child-centred learning and fosters essential skills in areas such as creativity, critical thinking, and collaboration. We argue that establishing a makerspace pedagogy in schools fosters children’s engagement in digital/technological learning in a way that is in-keeping with the creative practices of the early years. This paper reports on findings from a research project that took place in one local authority in the north of England focusing on the educational implications of makerspace participation for young children and teachers. The project explored children and teacher engagement with a ‘MakerBox’ containing a story sack, language and maths activities and maker activities in 17 early years classrooms (Nursery and Reception). As a way of recording children’s learning we devised the Makerspace Learning Assessment Framework (MLAF) based on the Characteristics of Effective Learning (CoEL). This framework has been developed as a way of supporting teachers to assess children’s skills, knowledge and understanding when participating in makerspaces in a child-centred and holistic way. Through interviews with teachers, we explored their perception of the educational implications of makerspaces for children’s learning and their own professional development. Our findings indicate that engagement in makerspaces enhances children’s learning experiences as evidenced by the CoEL and positively impacts teachers’ STEM knowledge and practice. We conclude that makerspaces offer an holistic, child-centred approach to learning and skill development, aligning with early years creative practice and teacher professional growth.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138601372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1177/1476718x231213488
Catherine Davies, Shannon P Kong, Alexandra Hendry, Nathan Archer, Michelle L. McGillion, Nayeli Gonzalez-Gomez
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months ( M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.
{"title":"Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19","authors":"Catherine Davies, Shannon P Kong, Alexandra Hendry, Nathan Archer, Michelle L. McGillion, Nayeli Gonzalez-Gomez","doi":"10.1177/1476718x231213488","DOIUrl":"https://doi.org/10.1177/1476718x231213488","url":null,"abstract":"Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months ( M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1177/1476718x231210651
Kwang-Lim Lee, Megan L. Messmer
Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children’s social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support. However, there are limited studies on parent experiences with this intervention approach. The present study explored parent experiences with a new telehealth parent-mediated learning intervention designed to support children’s turn taking. Thematic analysis of 10 transcribed intervention sessions revealed the benefits of a mutual parent-practitioner relationship, parental feelings of support, and parent intervention acceptability. These findings are consistent with other studies on the parent-mediated learning approach and have implications for future practices in early intervention. Further research with multiple parents may provide additional insight into this intervention model’s acceptability and supportive nature.
{"title":"“It Gave Me Some Hope.” Parent experiences with a new telehealth parent-mediated learning intervention for an autistic child","authors":"Kwang-Lim Lee, Megan L. Messmer","doi":"10.1177/1476718x231210651","DOIUrl":"https://doi.org/10.1177/1476718x231210651","url":null,"abstract":"Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children’s social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support. However, there are limited studies on parent experiences with this intervention approach. The present study explored parent experiences with a new telehealth parent-mediated learning intervention designed to support children’s turn taking. Thematic analysis of 10 transcribed intervention sessions revealed the benefits of a mutual parent-practitioner relationship, parental feelings of support, and parent intervention acceptability. These findings are consistent with other studies on the parent-mediated learning approach and have implications for future practices in early intervention. Further research with multiple parents may provide additional insight into this intervention model’s acceptability and supportive nature.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1177/1476718x231188466
Rachel Heydon, Elizabeth Akiwenzie, Emma Cooper, Hanaa Ghannoum, Danielle Havord-Wier, Bronwyn Johns, Kelly-Ann MacAlpine, Lori McKee, Joelle Nagle, Erica Neeganagwedgin, Danica Pawlick Potts, Sandra Poczobut, Carla Ruthes Coelho, Anna Stooke, Annie Tran, Zheng Zhang
This article presents an equity-informed systematic review of research pertinent to the offering of virtual early childhood education programming to young children and their families. Findings are presented as guidelines which may shape the delivery of future programming within virtual contexts. These findings are organized within three major areas that were identified through the methodology: Building Connections and Fostering Online Relationships; Interactive Virtual Programming, Digital Tools, and Responsiveness; and Digital Technologies, Considerations for Access, Use, Professional Learning, and Safety. Findings highlight that developing inclusive, meaningful, and collaborative programs within virtual spaces is necessary for maximizing the learning opportunities and engagement of all children and families. Developing such services requires the careful negotiation and consideration of a range of worldviews, knowledges, priorities, and interests within unique families and contexts. Practice implications are drawn from the research, opportunities for pedagogical change are identified, and future research needs are provided.
{"title":"Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature","authors":"Rachel Heydon, Elizabeth Akiwenzie, Emma Cooper, Hanaa Ghannoum, Danielle Havord-Wier, Bronwyn Johns, Kelly-Ann MacAlpine, Lori McKee, Joelle Nagle, Erica Neeganagwedgin, Danica Pawlick Potts, Sandra Poczobut, Carla Ruthes Coelho, Anna Stooke, Annie Tran, Zheng Zhang","doi":"10.1177/1476718x231188466","DOIUrl":"https://doi.org/10.1177/1476718x231188466","url":null,"abstract":"This article presents an equity-informed systematic review of research pertinent to the offering of virtual early childhood education programming to young children and their families. Findings are presented as guidelines which may shape the delivery of future programming within virtual contexts. These findings are organized within three major areas that were identified through the methodology: Building Connections and Fostering Online Relationships; Interactive Virtual Programming, Digital Tools, and Responsiveness; and Digital Technologies, Considerations for Access, Use, Professional Learning, and Safety. Findings highlight that developing inclusive, meaningful, and collaborative programs within virtual spaces is necessary for maximizing the learning opportunities and engagement of all children and families. Developing such services requires the careful negotiation and consideration of a range of worldviews, knowledges, priorities, and interests within unique families and contexts. Practice implications are drawn from the research, opportunities for pedagogical change are identified, and future research needs are provided.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1177/1476718x231201725
Joann Wilkinson, Jeremy Davies, Jo Warin
Currently the number of men working in early years education in England is very low at 2%. This stubbornly resistant workforce pattern matters because it perpetuates the entrenched gender stereotype of young children’s education and care as women’s work. It is extraordinary to find this corner of gender statis in a world that is supposedly in the grip of a gender revolution. This gender revolution does not appear to have impacted on, or even dented, the gendered nature of the early years workforce. This is all the more remarkable because early years staffing shortages have now reached crisis point in England (the country where the authors reside and where they have carried out the research referred to in this paper). The small minority of men that do take up work in this sector often work interchangeably with their female counterparts, adopting a range of roles and responsibilities including reading, rough and tumble, comforting and food preparation. The task of intimate care however, or more specifically ‘nappy changing’, remains an area of tension within men’s presence in early years settings, with parents or carers sometimes requesting that male practitioners do not change their child’s nappy or nursery managers removing men from this role. Although the Sex Discrimination and Equalities Act 2010 stipulates that no employee should be discriminated against because of their sex, a 2-year study into the recruitment and support of men in early years education in England (GenderEYE) shows that discriminatory practices around intimate care are very much alive.
{"title":"Men changing nappies: Dismantling a key barrier to gender-diversifying the early years workforce","authors":"Joann Wilkinson, Jeremy Davies, Jo Warin","doi":"10.1177/1476718x231201725","DOIUrl":"https://doi.org/10.1177/1476718x231201725","url":null,"abstract":"Currently the number of men working in early years education in England is very low at 2%. This stubbornly resistant workforce pattern matters because it perpetuates the entrenched gender stereotype of young children’s education and care as women’s work. It is extraordinary to find this corner of gender statis in a world that is supposedly in the grip of a gender revolution. This gender revolution does not appear to have impacted on, or even dented, the gendered nature of the early years workforce. This is all the more remarkable because early years staffing shortages have now reached crisis point in England (the country where the authors reside and where they have carried out the research referred to in this paper). The small minority of men that do take up work in this sector often work interchangeably with their female counterparts, adopting a range of roles and responsibilities including reading, rough and tumble, comforting and food preparation. The task of intimate care however, or more specifically ‘nappy changing’, remains an area of tension within men’s presence in early years settings, with parents or carers sometimes requesting that male practitioners do not change their child’s nappy or nursery managers removing men from this role. Although the Sex Discrimination and Equalities Act 2010 stipulates that no employee should be discriminated against because of their sex, a 2-year study into the recruitment and support of men in early years education in England (GenderEYE) shows that discriminatory practices around intimate care are very much alive.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1177/1476718x231195558
Anne Burke, Diane R Collier
This paper is located within a larger study of children’s voice and storytelling. The focus is on how children use artifacts, such as special objects and photographs, to tell stories about their lives. We studied the collaborative learning of educators, in two schools in Eastern Canada, as they used sharing circles and multimodal pedagogies, and worked to elevate and listen to children’s voices during a period of pandemic teaching. This study examines children’s things/artifacts as material culture and relates things/artifacts to artifactual literacies. The action research design included a consideration of children’s voice in early years research alongside the collaborative professional development inquiry undertaken by educators in the study. An analysis of key findings as they relate to evolving pedagogies, including how artifacts were used to tell stories, and how voice can be viewed through this artifact sharing is presented. We argue that building voice and collaboration can result from pedagogies of classroom sharing and listening. Educators’ challenges in this research and their classroom teaching during a constantly shifting set of teaching conditions are fore fronted. Insights from children’s particular artifacts and their stories enhanced educator and peer awareness of difference, and of cultural practices in families. Finally, implications for practice, and future research possibilities are presented, along with an argument for viewing children’s voice as emergent alongside classroom multimodal pedagogical practices that augment children’s voices.
{"title":"Educators working together: Listening to children’s voices and stories about cultural and family artifacts during pandemic teaching","authors":"Anne Burke, Diane R Collier","doi":"10.1177/1476718x231195558","DOIUrl":"https://doi.org/10.1177/1476718x231195558","url":null,"abstract":"This paper is located within a larger study of children’s voice and storytelling. The focus is on how children use artifacts, such as special objects and photographs, to tell stories about their lives. We studied the collaborative learning of educators, in two schools in Eastern Canada, as they used sharing circles and multimodal pedagogies, and worked to elevate and listen to children’s voices during a period of pandemic teaching. This study examines children’s things/artifacts as material culture and relates things/artifacts to artifactual literacies. The action research design included a consideration of children’s voice in early years research alongside the collaborative professional development inquiry undertaken by educators in the study. An analysis of key findings as they relate to evolving pedagogies, including how artifacts were used to tell stories, and how voice can be viewed through this artifact sharing is presented. We argue that building voice and collaboration can result from pedagogies of classroom sharing and listening. Educators’ challenges in this research and their classroom teaching during a constantly shifting set of teaching conditions are fore fronted. Insights from children’s particular artifacts and their stories enhanced educator and peer awareness of difference, and of cultural practices in families. Finally, implications for practice, and future research possibilities are presented, along with an argument for viewing children’s voice as emergent alongside classroom multimodal pedagogical practices that augment children’s voices.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1177/1476718x231195712
Laurent Gabriel Ndijuye, Ntide Dadi
This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70–86 months), 120 parents, eight teachers and four school principals. Findings indicated comparable early math and reading attainments of children from naturalised refugees/citizens and those of more advantaged urban majority. Family SES and HLE predicted early learning attainments while parental beliefs and expectations influenced it. There were gender divides in learning attainments across groups. These findings have policy, research and practice implications.
{"title":"Home learning environments and family socioeconomic status: Implications on early learning attainments in Tanzania","authors":"Laurent Gabriel Ndijuye, Ntide Dadi","doi":"10.1177/1476718x231195712","DOIUrl":"https://doi.org/10.1177/1476718x231195712","url":null,"abstract":"This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70–86 months), 120 parents, eight teachers and four school principals. Findings indicated comparable early math and reading attainments of children from naturalised refugees/citizens and those of more advantaged urban majority. Family SES and HLE predicted early learning attainments while parental beliefs and expectations influenced it. There were gender divides in learning attainments across groups. These findings have policy, research and practice implications.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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