Pub Date : 2023-10-12DOI: 10.1177/1476718x231195709
Kaitlyn Ayala
Globally, early childhood education is seen as a right for children and yet, while several nations have instituted universal early childhood education policies to ensure that all children have access to it, the United States faces several challenges. In addition to lacking a universal federal mandate for early childhood education, the United States’ implementation of its current educational policy surrounding early childhood (IDEA) may be inappropriate. Research indicates that children of color are often over-represented or under-represented in special education, including in early childhood settings. Research has yet to focus more specifically on exploring how far removed children of color are from proportionate representation in special education in their schools and which factors are associated with more proportionate representation of children of color in special education. The current study investigated early childhood centers in Illinois and found that the diversity of a school’s student body, the diversity of the district’s teaching staff, the educational attainment of the district’s teaching staff, and the geographical location are all associated with the proportionality of representation of children of color in special education in early childhood. Implications for administrators and future research directions are discussed.
{"title":"Factors associated with proportionality of representation of children of color in early childhood special education in Illinois","authors":"Kaitlyn Ayala","doi":"10.1177/1476718x231195709","DOIUrl":"https://doi.org/10.1177/1476718x231195709","url":null,"abstract":"Globally, early childhood education is seen as a right for children and yet, while several nations have instituted universal early childhood education policies to ensure that all children have access to it, the United States faces several challenges. In addition to lacking a universal federal mandate for early childhood education, the United States’ implementation of its current educational policy surrounding early childhood (IDEA) may be inappropriate. Research indicates that children of color are often over-represented or under-represented in special education, including in early childhood settings. Research has yet to focus more specifically on exploring how far removed children of color are from proportionate representation in special education in their schools and which factors are associated with more proportionate representation of children of color in special education. The current study investigated early childhood centers in Illinois and found that the diversity of a school’s student body, the diversity of the district’s teaching staff, the educational attainment of the district’s teaching staff, and the geographical location are all associated with the proportionality of representation of children of color in special education in early childhood. Implications for administrators and future research directions are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136012547","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 : 2023-10-04DOI: 10.1177/1476718x231195714
Karen Watson, Linda Newman
Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child’s identity, sense of belonging and inclusion. This research sought children’s ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than ‘fake’ resources.
{"title":"Children’s voices: Inclusive early childhood placemaking with children","authors":"Karen Watson, Linda Newman","doi":"10.1177/1476718x231195714","DOIUrl":"https://doi.org/10.1177/1476718x231195714","url":null,"abstract":"Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child’s identity, sense of belonging and inclusion. This research sought children’s ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than ‘fake’ resources.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592600","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 : 2023-10-04DOI: 10.1177/1476718x231195705
Sabeerah Abdul-Majied, Sandra Figaro-Henry
When school closure was mandated due to COVID-19, staff at a university lab preschool in Trinidad rapidly switched to remote teaching. Although the six teachers were experienced early childhood educators, they were unfamiliar with teaching remotely using video conferencing tools and websites. Guided by a consultant and an educational technologist, an indigenous remote early childhood program for 3- to 4-year-old learners was introduced using the Padlet platform and Zoom. This qualitative descriptive case study investigated the challenges teachers experienced and how they adapted to provide continuity in teaching in a changed pedagogical context. Using the Resilience in Human Development theoretical framework the research questions asked: What were the challenges experienced by early childhood teachers in delivering their first emergency remote teaching program? And, how did teachers overcome the challenges which arose in delivering emergency remote teaching to young learners? Guided by Creswell’s (2016) recommendation to collect and analyze data from multiple sources, teacher questionnaires, written teacher reflections, parent questionnaires, and feedback provided by a consultant were the data sources. Findings revealed themes related to five teacher challenges and four parent challenges. The strategies used to overcome the challenges included: Becoming proactive, Introducing Innovations, and Tapping into motivation. Policy implications and recommendations to support continuity in teaching during emergencies at the school and national levels are included.
{"title":"Zoom-ing with Padlet: Overcoming challenges to deliver emergency remote teaching to young learners in Trinidad","authors":"Sabeerah Abdul-Majied, Sandra Figaro-Henry","doi":"10.1177/1476718x231195705","DOIUrl":"https://doi.org/10.1177/1476718x231195705","url":null,"abstract":"When school closure was mandated due to COVID-19, staff at a university lab preschool in Trinidad rapidly switched to remote teaching. Although the six teachers were experienced early childhood educators, they were unfamiliar with teaching remotely using video conferencing tools and websites. Guided by a consultant and an educational technologist, an indigenous remote early childhood program for 3- to 4-year-old learners was introduced using the Padlet platform and Zoom. This qualitative descriptive case study investigated the challenges teachers experienced and how they adapted to provide continuity in teaching in a changed pedagogical context. Using the Resilience in Human Development theoretical framework the research questions asked: What were the challenges experienced by early childhood teachers in delivering their first emergency remote teaching program? And, how did teachers overcome the challenges which arose in delivering emergency remote teaching to young learners? Guided by Creswell’s (2016) recommendation to collect and analyze data from multiple sources, teacher questionnaires, written teacher reflections, parent questionnaires, and feedback provided by a consultant were the data sources. Findings revealed themes related to five teacher challenges and four parent challenges. The strategies used to overcome the challenges included: Becoming proactive, Introducing Innovations, and Tapping into motivation. Policy implications and recommendations to support continuity in teaching during emergencies at the school and national levels are included.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644913","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 : 2023-09-07DOI: 10.1177/1476718x231195708
Lisa-Marie Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, D. Vandell, R. Lekhal
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.
{"title":"The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers","authors":"Lisa-Marie Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, D. Vandell, R. Lekhal","doi":"10.1177/1476718x231195708","DOIUrl":"https://doi.org/10.1177/1476718x231195708","url":null,"abstract":"The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123108","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 : 2023-09-07DOI: 10.1177/1476718x231195706
Megan E Gath, Laura Herold, Elise Hunkin, Lynn J McNair, B. Redder, N. Rutanen, E. J. White
The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months were collected across the first year of ECEC. An embedded case study design was used to analyse infant experiences from both quantitative and qualitative perspectives. Findings indicated low positive affect on infants’ first day of ECEC that increased after the first week and throughout the first year of ECEC. Drop-off periods remained a time of negative emotionality for the first month of ECEC. Over time more positive emotional experiences were evident, with peer interactions fostering positive affect, activeness and involvement, while one-on-one interactions with teachers were an important context for interpersonal engagement and well-being. These findings shed light on the highly charged emotional experience for infants when they transition to institutional care, and how these might be ameliorated in practice.
{"title":"Infants’ emotional and social experiences during and after the transition to early childhood education and care","authors":"Megan E Gath, Laura Herold, Elise Hunkin, Lynn J McNair, B. Redder, N. Rutanen, E. J. White","doi":"10.1177/1476718x231195706","DOIUrl":"https://doi.org/10.1177/1476718x231195706","url":null,"abstract":"The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months were collected across the first year of ECEC. An embedded case study design was used to analyse infant experiences from both quantitative and qualitative perspectives. Findings indicated low positive affect on infants’ first day of ECEC that increased after the first week and throughout the first year of ECEC. Drop-off periods remained a time of negative emotionality for the first month of ECEC. Over time more positive emotional experiences were evident, with peer interactions fostering positive affect, activeness and involvement, while one-on-one interactions with teachers were an important context for interpersonal engagement and well-being. These findings shed light on the highly charged emotional experience for infants when they transition to institutional care, and how these might be ameliorated in practice.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43099609","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 : 2023-09-04DOI: 10.1177/1476718x231195696
Victoria Bamsey, Lynn J McNair, Hattie Campbell, Miss Isabella Vašinová
The rise of ‘Black Lives Matters’ has brought to the fore a need to unsettle early years praxis that positions race as separate from the individual, as a problem to be solved through the tokenistic provisioning of resources. In this paper, we explore how a team of early years practitioners were able to bridge the space between themselves and the multicultural community in which they worked. An interpretative onto-epistemology supported the crafting of the research design as a case study that provided insight into multiple meanings through participants’ narratives during weekly informal anti-racist reflective meetings, focus group discussions and individual interviews. “Political correctness”, social justice and children’s rights emerged that highlighted the importance of intra-actions arising between practitioners, their history, society and the environment. Consequently, new conceptualisations of race and anti-racist praxis emerged that transformed their practice and their way of being in the world.
{"title":"Race and the space in between: Practitioner reflections on anti-racist practice in one Froebelian early years setting","authors":"Victoria Bamsey, Lynn J McNair, Hattie Campbell, Miss Isabella Vašinová","doi":"10.1177/1476718x231195696","DOIUrl":"https://doi.org/10.1177/1476718x231195696","url":null,"abstract":"The rise of ‘Black Lives Matters’ has brought to the fore a need to unsettle early years praxis that positions race as separate from the individual, as a problem to be solved through the tokenistic provisioning of resources. In this paper, we explore how a team of early years practitioners were able to bridge the space between themselves and the multicultural community in which they worked. An interpretative onto-epistemology supported the crafting of the research design as a case study that provided insight into multiple meanings through participants’ narratives during weekly informal anti-racist reflective meetings, focus group discussions and individual interviews. “Political correctness”, social justice and children’s rights emerged that highlighted the importance of intra-actions arising between practitioners, their history, society and the environment. Consequently, new conceptualisations of race and anti-racist praxis emerged that transformed their practice and their way of being in the world.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43837286","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 : 2023-08-13DOI: 10.1177/1476718x231186617
Frédérique C Yova, Jonee Wilson, Temple A Walkowiak
The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner’s bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What are Head Start participants’ experiences in exploring early mathematics through picturebooks? and (2) What do Head Start participants say about exploring early mathematics through picturebooks? Findings showed that participants expressed interest toward exploring early mathematics through picturebooks. Picturebooks were commonly used in the classroom but also accessible for families. Participants provided evidence of mathematics practices and discussions around mathematics in the school and in the home. The participants’ sayings and experiences in exploring early mathematics through picturebooks aligned with child development and contexts of learning, two cornerstones of Developmentally Appropriate Practice (DAP), but potential obstacles emerged. Implications for researchers and practitioners are discussed.
{"title":"Exploring early mathematics through picturebooks: A case study in the context of Head Start","authors":"Frédérique C Yova, Jonee Wilson, Temple A Walkowiak","doi":"10.1177/1476718x231186617","DOIUrl":"https://doi.org/10.1177/1476718x231186617","url":null,"abstract":"The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner’s bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What are Head Start participants’ experiences in exploring early mathematics through picturebooks? and (2) What do Head Start participants say about exploring early mathematics through picturebooks? Findings showed that participants expressed interest toward exploring early mathematics through picturebooks. Picturebooks were commonly used in the classroom but also accessible for families. Participants provided evidence of mathematics practices and discussions around mathematics in the school and in the home. The participants’ sayings and experiences in exploring early mathematics through picturebooks aligned with child development and contexts of learning, two cornerstones of Developmentally Appropriate Practice (DAP), but potential obstacles emerged. Implications for researchers and practitioners are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608479","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 : 2023-08-09DOI: 10.1177/1476718x231186620
S. Prentice, J. Protudjer, Alicia Nijdam-Jones, S. Shaw, L. E. Kelly, A. Gerstein
COVID-19 poses serious challenges to the health and safety of childcare providers, and these challenges were particularly acute in early 2022 during the first Omicron wave when vaccines were not available for children. Childcare providers work in environments where the recommended methods to minimize COVID-19 infection were often not possible to implement: children could not wear masks for extended periods and were not able to maintain physical distance. Under these pressures, Canada’s already-fragile childcare sector was strained, caregivers struggled, and existing deficiencies were exacerbated. As part of a larger quality assurance and improvement project examining the impacts of the pandemic on childcare in the Canadian prairie province of Manitoba, this paper reports on qualitative findings to make public health and policy recommendations for the childcare sector. Data were voluntarily provided by a sample of childcare providers between January 6–13, 2022. A thematic analysis of open-text responses was performed, finding: an urgent need for health and safety resources; a need for sustained support and guidelines; and an absence of value and respect. We also identified an emergent theme of gratitude, which was reflected by an overwhelming number of thanks to the project team for listening to the voices of childcare providers. We draw on our qualitative analysis to propose measures to improve public health and safety, funding, and infrastructure, as well as to underscore the importance of systematic data collection and evaluation to protect and support the essential childcare workforce through the COVID-19 pandemic and into the future.
{"title":"Please help us: Canadian childcare providers’ calls for aid during the COVID-19 pandemic","authors":"S. Prentice, J. Protudjer, Alicia Nijdam-Jones, S. Shaw, L. E. Kelly, A. Gerstein","doi":"10.1177/1476718x231186620","DOIUrl":"https://doi.org/10.1177/1476718x231186620","url":null,"abstract":"COVID-19 poses serious challenges to the health and safety of childcare providers, and these challenges were particularly acute in early 2022 during the first Omicron wave when vaccines were not available for children. Childcare providers work in environments where the recommended methods to minimize COVID-19 infection were often not possible to implement: children could not wear masks for extended periods and were not able to maintain physical distance. Under these pressures, Canada’s already-fragile childcare sector was strained, caregivers struggled, and existing deficiencies were exacerbated. As part of a larger quality assurance and improvement project examining the impacts of the pandemic on childcare in the Canadian prairie province of Manitoba, this paper reports on qualitative findings to make public health and policy recommendations for the childcare sector. Data were voluntarily provided by a sample of childcare providers between January 6–13, 2022. A thematic analysis of open-text responses was performed, finding: an urgent need for health and safety resources; a need for sustained support and guidelines; and an absence of value and respect. We also identified an emergent theme of gratitude, which was reflected by an overwhelming number of thanks to the project team for listening to the voices of childcare providers. We draw on our qualitative analysis to propose measures to improve public health and safety, funding, and infrastructure, as well as to underscore the importance of systematic data collection and evaluation to protect and support the essential childcare workforce through the COVID-19 pandemic and into the future.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489706","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 : 2023-08-05DOI: 10.1177/1476718x231188467
K. Sheehy, Budiyanto, S. Widayati, Khofidotur Rofiah
Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time activities might offer one way to begin to address some of these challenges. This research used a questionnaire method to evaluate the uptake and impact of SSBBs from 214 kindergartens across Indonesia. Analysis of teachers’ responses revealed the inclusive affordances of the approach. For the majority of teachers: the books were in regular use in their classrooms, teachers and children enjoyed using them, SSBBs made learning fun, the approach impacted positively on teachers’ classroom practice and they reported that it had benefits for children, including those with special educational needs. These results indicate that SSBBs can make a positive contribution towards creating an inclusive kindergarten pedagogy. Suggestions for further developments of the SSBB approach and future research are discussed.
{"title":"Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books","authors":"K. Sheehy, Budiyanto, S. Widayati, Khofidotur Rofiah","doi":"10.1177/1476718x231188467","DOIUrl":"https://doi.org/10.1177/1476718x231188467","url":null,"abstract":"Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time activities might offer one way to begin to address some of these challenges. This research used a questionnaire method to evaluate the uptake and impact of SSBBs from 214 kindergartens across Indonesia. Analysis of teachers’ responses revealed the inclusive affordances of the approach. For the majority of teachers: the books were in regular use in their classrooms, teachers and children enjoyed using them, SSBBs made learning fun, the approach impacted positively on teachers’ classroom practice and they reported that it had benefits for children, including those with special educational needs. These results indicate that SSBBs can make a positive contribution towards creating an inclusive kindergarten pedagogy. Suggestions for further developments of the SSBB approach and future research are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382304","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 : 2023-08-05DOI: 10.1177/1476718x231188468
Lucy Rodriguez Leon
Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered ‘readers’ or ‘writers’ in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and intentions of our youngest citizens in their activity with text. This paper reports a sub-section of findings from a wider ethnographic involving 3 to 4-year-olds, their families and practitioners at their early childhood setting. Data gathering and analysis were shaped by two distinct theoretical lenses, namely, the neo-Vygotskian concept of perezhivanie and posthumanist affect theories. The study findings are exemplified through two vignettes extracted from data, which illustrate how children’s motives and intent in their everyday encounters with text are underpinned by three overarching and interrelated goals – to make meaning, make relationships and make identities. In addition, building on posthumanist literacy research, this paper considers the nature and emergence of motive and intent in everyday literacies. The study provides more textured understandings and accounts of young children’s everyday encounters with a diverse range of texts.
{"title":"Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies","authors":"Lucy Rodriguez Leon","doi":"10.1177/1476718x231188468","DOIUrl":"https://doi.org/10.1177/1476718x231188468","url":null,"abstract":"Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered ‘readers’ or ‘writers’ in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and intentions of our youngest citizens in their activity with text. This paper reports a sub-section of findings from a wider ethnographic involving 3 to 4-year-olds, their families and practitioners at their early childhood setting. Data gathering and analysis were shaped by two distinct theoretical lenses, namely, the neo-Vygotskian concept of perezhivanie and posthumanist affect theories. The study findings are exemplified through two vignettes extracted from data, which illustrate how children’s motives and intent in their everyday encounters with text are underpinned by three overarching and interrelated goals – to make meaning, make relationships and make identities. In addition, building on posthumanist literacy research, this paper considers the nature and emergence of motive and intent in everyday literacies. The study provides more textured understandings and accounts of young children’s everyday encounters with a diverse range of texts.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44256375","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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