Pub Date : 2022-05-25DOI: 10.1177/1476718X221098671
Holly Carrell Moore
This qualitative study examined families’ experiences supporting young children’s (ages 3–8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children’s challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)’s online classrooms, teachers’ variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families’ creative strategies to bolster their child(ren)’s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning.
{"title":"“The whole experience is still very high touch for parents”: Parent moves to support young children’s remote learning during the COVID-19 pandemic","authors":"Holly Carrell Moore","doi":"10.1177/1476718X221098671","DOIUrl":"https://doi.org/10.1177/1476718X221098671","url":null,"abstract":"This qualitative study examined families’ experiences supporting young children’s (ages 3–8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children’s challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)’s online classrooms, teachers’ variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families’ creative strategies to bolster their child(ren)’s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"624 - 636"},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47928140","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 : 2022-05-13DOI: 10.1177/1476718X221098662
M. Cahill, Erin Ingram
Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary.
{"title":"Extratextual talk in public library storytime programs: A focus on questions","authors":"M. Cahill, Erin Ingram","doi":"10.1177/1476718X221098662","DOIUrl":"https://doi.org/10.1177/1476718X221098662","url":null,"abstract":"Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"495 - 509"},"PeriodicalIF":1.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49603217","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 : 2022-05-01DOI: 10.1177/1476718X221089565
Z. Triandafilidis, Ashleigh Old, T. Hanstock, Sally Fitzpatrick
The childcare setting is a critical environment to observe, and also influence, children’s mental wellbeing. However, little research has examined the experiences and ability of Australian family day care (FDC) educators in supporting children’s mental wellbeing. The present study aimed to explore how training, COVID-19, and partnerships influence FDC educators’ ability to promote children’s mental wellbeing. Seven FDC educators engaged in semi-structured interviews, and thematic analysis identified six themes. These were (1) more than a babysitter; (2) experience is the best teacher; (3) close and supportive relationships, which included a sense of exile as a subordinate theme; (4) it takes a village to raise a child; (5) fear and uncertainty; and (6) business and relational difficulties. The research suggests that support for FDC educators through adequate training and strong partnerships more effectively promotes children’s mental wellbeing.
{"title":"Family day care educators’ ability to support children’s mental wellbeing and the impact of COVID-19","authors":"Z. Triandafilidis, Ashleigh Old, T. Hanstock, Sally Fitzpatrick","doi":"10.1177/1476718X221089565","DOIUrl":"https://doi.org/10.1177/1476718X221089565","url":null,"abstract":"The childcare setting is a critical environment to observe, and also influence, children’s mental wellbeing. However, little research has examined the experiences and ability of Australian family day care (FDC) educators in supporting children’s mental wellbeing. The present study aimed to explore how training, COVID-19, and partnerships influence FDC educators’ ability to promote children’s mental wellbeing. Seven FDC educators engaged in semi-structured interviews, and thematic analysis identified six themes. These were (1) more than a babysitter; (2) experience is the best teacher; (3) close and supportive relationships, which included a sense of exile as a subordinate theme; (4) it takes a village to raise a child; (5) fear and uncertainty; and (6) business and relational difficulties. The research suggests that support for FDC educators through adequate training and strong partnerships more effectively promotes children’s mental wellbeing.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"510 - 523"},"PeriodicalIF":1.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44688145","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 : 2022-04-14DOI: 10.1177/1476718X221089581
A. H. Qamar
The term “the value of the child” was coined by economists in the context of demographic transition and fertility, emphasizing economic and cultural aspects. However, the scope of the value of the child was confined to a cost-benefit analysis. The “social value of the child” is a comprehensive concept that encompasses the economic, psychological, social, and cultural value of the child. Contextual knowledge of childhood was emphasized with the emergence of the sociology of childhood, taking into account the diversity of children’s lives affected by cultural and institutional contexts across the world. This essay offers a synopsis of the social value of the child and the social construction of the value of the child in the global south. The global south represents the complex socio-cultural context of the majority world, wherein modern or global theories of childhood originating in the global north are contested. This brief article concludes that studies emphasizing the value of the children in the global south should investigate the intricate and relevant interconnections between the psychological, familial, and religious value of the child, all of which contribute to the social value of the child.
{"title":"Social value of the child in the global south: A multifaceted concept","authors":"A. H. Qamar","doi":"10.1177/1476718X221089581","DOIUrl":"https://doi.org/10.1177/1476718X221089581","url":null,"abstract":"The term “the value of the child” was coined by economists in the context of demographic transition and fertility, emphasizing economic and cultural aspects. However, the scope of the value of the child was confined to a cost-benefit analysis. The “social value of the child” is a comprehensive concept that encompasses the economic, psychological, social, and cultural value of the child. Contextual knowledge of childhood was emphasized with the emergence of the sociology of childhood, taking into account the diversity of children’s lives affected by cultural and institutional contexts across the world. This essay offers a synopsis of the social value of the child and the social construction of the value of the child in the global south. The global south represents the complex socio-cultural context of the majority world, wherein modern or global theories of childhood originating in the global north are contested. This brief article concludes that studies emphasizing the value of the children in the global south should investigate the intricate and relevant interconnections between the psychological, familial, and religious value of the child, all of which contribute to the social value of the child.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"610 - 623"},"PeriodicalIF":1.2,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467625","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 : 2022-04-14DOI: 10.1177/1476718X221087051
Emma A Blackson, M. Gerdes, Ellie Segan, Crystal Anokam, Tiffani J. Johnson
Racial disparities in the education setting are well-documented, including suspensions and expulsion for Black children beginning in pre-school. Racial bias has been hypothesized as a factor contributing to these disparities. However, little is known about the racial attitudes that childcare educators and staff have toward children. To describe levels of implicit and explicit racial bias toward children among early childhood educators, we measured implicit pro-White/anti-Black racial bias of teachers and staff from three urban childcare centers using the Child Race Implicit Association Test (IAT). Explicit bias was measured using a racial preference scale. Of the 48 participants in this sample, 56% were White, 29% Black, and 10% Hispanic. Although 21% (n = 10) of participants had no racial bias on the Child Race IAT, most had implicit pro-White bias ranging from weak to strong (n = 29%and 60%). The remaining participants had implicit pro-Black bias ranging from weak to strong (n = 9%and 19%). In contrast, 95% of participants reported no having no explicit racial preferences toward White or Black children. Additionally, we asked participants about perceptions, knowledge, and beliefs about sources of early childhood disparities. Knowledge of bias can be used in developing strategies to mitigate bias and reduce disparities in childcare settings.
{"title":"Racial bias toward children in the early childhood education setting","authors":"Emma A Blackson, M. Gerdes, Ellie Segan, Crystal Anokam, Tiffani J. Johnson","doi":"10.1177/1476718X221087051","DOIUrl":"https://doi.org/10.1177/1476718X221087051","url":null,"abstract":"Racial disparities in the education setting are well-documented, including suspensions and expulsion for Black children beginning in pre-school. Racial bias has been hypothesized as a factor contributing to these disparities. However, little is known about the racial attitudes that childcare educators and staff have toward children. To describe levels of implicit and explicit racial bias toward children among early childhood educators, we measured implicit pro-White/anti-Black racial bias of teachers and staff from three urban childcare centers using the Child Race Implicit Association Test (IAT). Explicit bias was measured using a racial preference scale. Of the 48 participants in this sample, 56% were White, 29% Black, and 10% Hispanic. Although 21% (n = 10) of participants had no racial bias on the Child Race IAT, most had implicit pro-White bias ranging from weak to strong (n = 29%and 60%). The remaining participants had implicit pro-Black bias ranging from weak to strong (n = 9%and 19%). In contrast, 95% of participants reported no having no explicit racial preferences toward White or Black children. Additionally, we asked participants about perceptions, knowledge, and beliefs about sources of early childhood disparities. Knowledge of bias can be used in developing strategies to mitigate bias and reduce disparities in childcare settings.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"277 - 292"},"PeriodicalIF":1.2,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47887719","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 : 2022-04-11DOI: 10.1177/1476718X221087078
Sarah Lim, P. Levickis, P. Eadie
Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance, hours of attendance and quality in a cohort of 2-year-old children experiencing adversity with their language outcomes at age five. Pregnant women experiencing adversity, based on women meeting two or more of 10 factors on a brief risk factor survey, were recruited from maternity hospitals in Victoria and Tasmania, Australia. At age 2 years, ECEC data was collected via survey, including ECEC attendance, amount of time spent and ECEC quality (using the Australian government’s national measure of quality, the National Quality Standard assessment) (n = 161). At age 5 years, child language outcomes were measured using a standardised language assessment. This data was analysed using logistic regressions and the non-parametric Kruskal–Wallis test to identify associations. After adjusting for potential confounders, we found language scores at age five were higher, on average, for children who attended ECEC at age two compared to those who did not attend. However, hours of attendance and ECEC quality, was not found to be associated with language outcomes. Findings suggest ECEC attendance in the early developmental years (birth to age 3 years) may be a protective factor against social disadvantage factors and contribute to positive language development for children experiencing adversity. This information is important for the ECEC sector, policymakers and families to advocate, enable and ensure high-quality ECEC is accessible, particularly for children experiencing adversity.
{"title":"Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds","authors":"Sarah Lim, P. Levickis, P. Eadie","doi":"10.1177/1476718X221087078","DOIUrl":"https://doi.org/10.1177/1476718X221087078","url":null,"abstract":"Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance, hours of attendance and quality in a cohort of 2-year-old children experiencing adversity with their language outcomes at age five. Pregnant women experiencing adversity, based on women meeting two or more of 10 factors on a brief risk factor survey, were recruited from maternity hospitals in Victoria and Tasmania, Australia. At age 2 years, ECEC data was collected via survey, including ECEC attendance, amount of time spent and ECEC quality (using the Australian government’s national measure of quality, the National Quality Standard assessment) (n = 161). At age 5 years, child language outcomes were measured using a standardised language assessment. This data was analysed using logistic regressions and the non-parametric Kruskal–Wallis test to identify associations. After adjusting for potential confounders, we found language scores at age five were higher, on average, for children who attended ECEC at age two compared to those who did not attend. However, hours of attendance and ECEC quality, was not found to be associated with language outcomes. Findings suggest ECEC attendance in the early developmental years (birth to age 3 years) may be a protective factor against social disadvantage factors and contribute to positive language development for children experiencing adversity. This information is important for the ECEC sector, policymakers and families to advocate, enable and ensure high-quality ECEC is accessible, particularly for children experiencing adversity.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"565 - 579"},"PeriodicalIF":1.2,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823664","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 : 2022-04-11DOI: 10.1177/1476718X221087073
Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a micro-sociological approach, characterized by an in-depth analysis of interaction, we explore the ways in which emotions may foster conformity in goaloriented preschool activities. Verbal and nonverbal utterances between a preschool teacher and a child in a video-recorded episode were transcribed and analyzed meticulously. The findings reveal an informal, subtle system of social sanctions within which the emotions of shame and pride have important functions, which leads to social adaptation to goal-oriented expectations. The study also discusses how emotional processes during interaction can be understood in light of the institutional context of current ECE.
{"title":"To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool","authors":"Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson","doi":"10.1177/1476718X221087073","DOIUrl":"https://doi.org/10.1177/1476718X221087073","url":null,"abstract":"Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a micro-sociological approach, characterized by an in-depth analysis of interaction, we explore the ways in which emotions may foster conformity in goaloriented preschool activities. Verbal and nonverbal utterances between a preschool teacher and a child in a video-recorded episode were transcribed and analyzed meticulously. The findings reveal an informal, subtle system of social sanctions within which the emotions of shame and pride have important functions, which leads to social adaptation to goal-oriented expectations. The study also discusses how emotional processes during interaction can be understood in light of the institutional context of current ECE.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"383 - 396"},"PeriodicalIF":1.2,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44666317","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 : 2022-04-06DOI: 10.1177/1476718X221087064
C. O’Keeffe, Sinead McNally
The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.
{"title":"Teacher experiences of facilitating play in early childhood classrooms during COVID-19","authors":"C. O’Keeffe, Sinead McNally","doi":"10.1177/1476718X221087064","DOIUrl":"https://doi.org/10.1177/1476718X221087064","url":null,"abstract":"The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"552 - 564"},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084199","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 : 2022-04-06DOI: 10.1177/1476718X221087067
Su-Jeong Wee, So Jung Kim, Jae Hyun Kim
In spite of the increased attention that has been given to early critical literacy practices, there remains a limited amount of scholarship dedicated to exploring how critical literacy may be implemented in early childhood classrooms to prevent bullying. As such, the purpose of this article is to examine the pedagogical potential of early critical literacy with bullying-themes, for educating young children on anti-bullying. Using a qualitative study approach, this study was conducted in a classroom of twenty 5-year-old children in a metropolitan city in South Korea. The central focus of this study was dedicated to examining how children’s understanding of bullying toward their peers of different racial/ethnic backgrounds and special needs change through a series of critical literacy activities, including reading, discussion, and follow-up role-playing and writing activities. Findings suggest that critical literacy activities on bullying have the potential to aid in creating anti-bullying environments in which young children critically examine bullying issues from multiple perspectives and actively generate their own understanding of bullying.
{"title":"“Don’t bully! We are all different”: Pedagogical potential of early critical literacy with bullying-themes","authors":"Su-Jeong Wee, So Jung Kim, Jae Hyun Kim","doi":"10.1177/1476718X221087067","DOIUrl":"https://doi.org/10.1177/1476718X221087067","url":null,"abstract":"In spite of the increased attention that has been given to early critical literacy practices, there remains a limited amount of scholarship dedicated to exploring how critical literacy may be implemented in early childhood classrooms to prevent bullying. As such, the purpose of this article is to examine the pedagogical potential of early critical literacy with bullying-themes, for educating young children on anti-bullying. Using a qualitative study approach, this study was conducted in a classroom of twenty 5-year-old children in a metropolitan city in South Korea. The central focus of this study was dedicated to examining how children’s understanding of bullying toward their peers of different racial/ethnic backgrounds and special needs change through a series of critical literacy activities, including reading, discussion, and follow-up role-playing and writing activities. Findings suggest that critical literacy activities on bullying have the potential to aid in creating anti-bullying environments in which young children critically examine bullying issues from multiple perspectives and actively generate their own understanding of bullying.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"463 - 478"},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592423","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 : 2022-03-23DOI: 10.1177/1476718X221083410
Giselle Martinez Negrette, Jadyn Laixely, T. E. Cordoba, S. Sanders-Smith
In the world of teacher education, the ability of teachers to adapt is associated with effective teaching. In the midst of a worldwide pandemic, however, teachers’ adaptability was put to the ultimate test. With this in mind, this article explores the journey of two preschool teachers as they embarked on the sudden move from face-to-face to online instruction alongside school administrators, parents, and young children during the COVID-19 pandemic. Using a tripartite model of adaptability, the authors examine the cognitive, emotional and behavioral adaptations employed by the focal teachers, as they supported the learning process in a multilingual and multicultural early childhood program under unprecedented teaching conditions. The article highlights the lessons learned during this traumatic time and the innovative ways educators partnered with families to develop new means of collaboration. The paper ends by calling attention to the socioeconomic line of division that exists among various populations both locally and globally, which shapes the educational landscape in significant ways.
{"title":"“So we start from zero”: Lessons and reflections from online preschool during the COVID-19 pandemic","authors":"Giselle Martinez Negrette, Jadyn Laixely, T. E. Cordoba, S. Sanders-Smith","doi":"10.1177/1476718X221083410","DOIUrl":"https://doi.org/10.1177/1476718X221083410","url":null,"abstract":"In the world of teacher education, the ability of teachers to adapt is associated with effective teaching. In the midst of a worldwide pandemic, however, teachers’ adaptability was put to the ultimate test. With this in mind, this article explores the journey of two preschool teachers as they embarked on the sudden move from face-to-face to online instruction alongside school administrators, parents, and young children during the COVID-19 pandemic. Using a tripartite model of adaptability, the authors examine the cognitive, emotional and behavioral adaptations employed by the focal teachers, as they supported the learning process in a multilingual and multicultural early childhood program under unprecedented teaching conditions. The article highlights the lessons learned during this traumatic time and the innovative ways educators partnered with families to develop new means of collaboration. The paper ends by calling attention to the socioeconomic line of division that exists among various populations both locally and globally, which shapes the educational landscape in significant ways.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"539 - 551"},"PeriodicalIF":1.2,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572552","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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