Pub Date : 2022-08-24DOI: 10.1177/14639491221117761
K. Murris, J. Osgood
shared motivation for this special issue in response to the apparent explosion in posthumanist childhood studies in recent years; the deep scepticism and distrust it generates in certain and, crucially, our concern with detectable formulas that have in enact the complex dilute its philosophical underpinnings. special to slow down and pause, to re-turn to philosophical potential of posthumanism to transform the questions and open-ended enquiries
{"title":"Risking erasure? Posthumanist research practices and figurations of (the) child","authors":"K. Murris, J. Osgood","doi":"10.1177/14639491221117761","DOIUrl":"https://doi.org/10.1177/14639491221117761","url":null,"abstract":"shared motivation for this special issue in response to the apparent explosion in posthumanist childhood studies in recent years; the deep scepticism and distrust it generates in certain and, crucially, our concern with detectable formulas that have in enact the complex dilute its philosophical underpinnings. special to slow down and pause, to re-turn to philosophical potential of posthumanism to transform the questions and open-ended enquiries","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"208 - 219"},"PeriodicalIF":1.2,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41740792","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 : 2022-08-22DOI: 10.1177/14639491221117217
Linnea Bodén
The performance of standardized tests is an ongoing matter of concern for childhood researchers. Standardized tests are often described as neglecting the ethical complexities of doing research with young children. However, this critique is primarily presented in general terms, and does not attend to the locality and specificity of particular test situations. With this as a starting point, the aim of this article is to challenge a narrow understanding of standardized tests as activities done ‘on’ children and examine the complexities of emerging relations in test situations performed in Swedish preschools. Through analysing video recordings made as part of an intervention project, the article focuses on the practices that surface in test situations with four- to six-year-olds. Inspired by Haraway and Strathern, the article puts to work a relational approach to analysing the test situations. This approach contributes with an understanding in which the contextual details are taken into account, which in turn highlights how the atypical and the moving are often the standard in standardized testing. The insights from a relational analysis point to important aspects to consider in the performance of standardized tests: it matters to attune to and problematize a narrow understanding of standardized tests; it matters to consider the local specificities; and it matters to scrutinize in new ways the relations between children and researchers.
{"title":"In the middle of a standardized test: The emerging relations of young children in research","authors":"Linnea Bodén","doi":"10.1177/14639491221117217","DOIUrl":"https://doi.org/10.1177/14639491221117217","url":null,"abstract":"The performance of standardized tests is an ongoing matter of concern for childhood researchers. Standardized tests are often described as neglecting the ethical complexities of doing research with young children. However, this critique is primarily presented in general terms, and does not attend to the locality and specificity of particular test situations. With this as a starting point, the aim of this article is to challenge a narrow understanding of standardized tests as activities done ‘on’ children and examine the complexities of emerging relations in test situations performed in Swedish preschools. Through analysing video recordings made as part of an intervention project, the article focuses on the practices that surface in test situations with four- to six-year-olds. Inspired by Haraway and Strathern, the article puts to work a relational approach to analysing the test situations. This approach contributes with an understanding in which the contextual details are taken into account, which in turn highlights how the atypical and the moving are often the standard in standardized testing. The insights from a relational analysis point to important aspects to consider in the performance of standardized tests: it matters to attune to and problematize a narrow understanding of standardized tests; it matters to consider the local specificities; and it matters to scrutinize in new ways the relations between children and researchers.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45036262","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 : 2022-08-22DOI: 10.1177/14639491221116920
Eva Mikuska
The mission to develop models of leadership that suit early childhood education and care (ECEC) and engage greater practitioner participation is a concern in England and beyond (Palaiologou and Male, 2019). Government policies and reports are trying to include the importance of leadership in workforce development and quality standards (Nicholson et al., 2020) but they tend to lack clarity about forms of leadership or the relationship between pedagogic and organisational leadership. Since traditional notions of leadership are at odds with the pedagogy and ECEC ethos, Social Leadership in Early Childhood Education and Care is a response to the increasing international concern to develop a new appreciation of leadership that is better suited to developing a greater understanding of the contemporary role of ECEC leaders. O’Sullivan and Sakr’s book offers a new model of leadership that centres social purpose and addresses how to create a culture of collaborative innovation and sustainability. They start their book with introducing and defining social leadership, social leaders and the social purpose within the ECEC context. They offer a social leadership model that is made up of six elements: how to implement a social pedagogy; how to create a culture of collaborative innovation; how to invest in others’ leadership; how to facilitate powerful conversation; how to sew seeds of sustainability; and how to lead with a social purpose. Most of the literature does not include explicit discussion of social justice in theorising leadership, or the express purposes of leadership. This suggests the importance of critically examining the epistemological assumptions represented in leadership discourse, and of more intentional links between leadership and goals that address social injustices for children, families and the ECEC workforce. In this book, O’Sullivan and Sakr argue that with the increasing issues around child poverty, which can alter the trajectory of a child’s life, and the powerful acknowledgement of the benefits of ECEC, there is an increasing need to adopt a social purpose in leadership. The authors suggest that by adopting this model, the constraints that poverty places on people can be reduced. They note that the role of the social leader is to create a culture of continuous improvement with a focus on refining and improving pedagogy. So, what is the difference between a social leader and other leadership styles Nicholson et al. (2020) discussed in their review? Undoubtedly, O’Sullivan and Sakr offer a new idea of the social leader as co-creating meaning with children, families and other professionals, and by being co-creative, new ways of understanding and co-constructing localised knowledge will help to co-shape cultural organisation. The development of ‘collaborativeness’ (Fairchild et al., 2022) as an approach not only in research but also in leadership can be seen as a way forward, disrupting the norms and giving space to cultural attitudes a
开发适合幼儿教育和护理(ECEC)的领导模式并吸引更多从业者参与的使命是英国及其他地区关注的问题(Palaiologou和Male, 2019)。政府政策和报告正试图包括领导力在劳动力发展和质量标准中的重要性(Nicholson等人，2020)，但它们往往缺乏对领导形式或教师与组织领导之间关系的明确认识。由于传统的领导观念与教育学和ECEC的精神不一致，幼儿教育和护理中的社会领导是对日益增长的国际关注的回应，以发展对领导力的新认识，更适合于发展对ECEC领导者当代角色的更大理解。奥沙利文和萨克尔的书提供了一种新的领导模式，以社会目标为中心，探讨如何创造一种协作创新和可持续发展的文化。他们首先介绍并定义了ECEC背景下的社会领导力、社会领导者和社会目的。他们提出了一个由六个要素组成的社会领导模式:如何实施社会教学法;如何营造协同创新文化;如何投资于他人的领导力;如何促进强有力的对话;如何播下可持续发展的种子;以及如何带着社会目标去领导。大多数文献不包括在领导理论化社会正义的明确讨论，或领导的明确目的。这表明批判性地审视领导力话语中所代表的认识论假设的重要性，以及领导力与解决儿童、家庭和ECEC劳动力社会不公正问题的目标之间更有意的联系。在这本书中，奥沙利文和萨克尔认为，随着儿童贫困问题的日益严重(这可能改变儿童的生活轨迹)，以及对ECEC好处的强烈认可，越来越需要在领导中采用社会目标。作者认为，通过采用这种模式，贫困对人们的限制可以减少。他们指出，社会领导者的角色是创造一种持续改进的文化，重点是改进和改进教学方法。那么，社会领导者和尼克尔森等人(2020)在他们的评论中讨论的其他领导风格有什么区别?毫无疑问，奥沙利文和萨克尔提出了社会领导者与孩子、家庭和其他专业人士共同创造意义的新观点，通过共同创造，理解和共同构建本地化知识的新方法将有助于共同塑造文化组织。“协作性”(Fairchild et al.， 2022)的发展不仅在研究中，而且在领导中也可以被视为一种前进的方式，它打破了规范，为文化态度和传统提供了空间，包括对现代童年的态度、儿童的教养和关系书评
{"title":"Book Review: Social leadership in early childhood education and care: An introduction by J O’Sullivan and M Sakr","authors":"Eva Mikuska","doi":"10.1177/14639491221116920","DOIUrl":"https://doi.org/10.1177/14639491221116920","url":null,"abstract":"The mission to develop models of leadership that suit early childhood education and care (ECEC) and engage greater practitioner participation is a concern in England and beyond (Palaiologou and Male, 2019). Government policies and reports are trying to include the importance of leadership in workforce development and quality standards (Nicholson et al., 2020) but they tend to lack clarity about forms of leadership or the relationship between pedagogic and organisational leadership. Since traditional notions of leadership are at odds with the pedagogy and ECEC ethos, Social Leadership in Early Childhood Education and Care is a response to the increasing international concern to develop a new appreciation of leadership that is better suited to developing a greater understanding of the contemporary role of ECEC leaders. O’Sullivan and Sakr’s book offers a new model of leadership that centres social purpose and addresses how to create a culture of collaborative innovation and sustainability. They start their book with introducing and defining social leadership, social leaders and the social purpose within the ECEC context. They offer a social leadership model that is made up of six elements: how to implement a social pedagogy; how to create a culture of collaborative innovation; how to invest in others’ leadership; how to facilitate powerful conversation; how to sew seeds of sustainability; and how to lead with a social purpose. Most of the literature does not include explicit discussion of social justice in theorising leadership, or the express purposes of leadership. This suggests the importance of critically examining the epistemological assumptions represented in leadership discourse, and of more intentional links between leadership and goals that address social injustices for children, families and the ECEC workforce. In this book, O’Sullivan and Sakr argue that with the increasing issues around child poverty, which can alter the trajectory of a child’s life, and the powerful acknowledgement of the benefits of ECEC, there is an increasing need to adopt a social purpose in leadership. The authors suggest that by adopting this model, the constraints that poverty places on people can be reduced. They note that the role of the social leader is to create a culture of continuous improvement with a focus on refining and improving pedagogy. So, what is the difference between a social leader and other leadership styles Nicholson et al. (2020) discussed in their review? Undoubtedly, O’Sullivan and Sakr offer a new idea of the social leader as co-creating meaning with children, families and other professionals, and by being co-creative, new ways of understanding and co-constructing localised knowledge will help to co-shape cultural organisation. The development of ‘collaborativeness’ (Fairchild et al., 2022) as an approach not only in research but also in leadership can be seen as a way forward, disrupting the norms and giving space to cultural attitudes a","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"508 - 509"},"PeriodicalIF":1.2,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43937719","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 : 2022-08-22DOI: 10.1177/14639491221117222
J. Osgood, Sid Mohandas
This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and families. Grappling with the contradictions and inconsistencies of Montessori thought, this article acknowledges the legacy of Montessori’s feminism while also situating her project within the wider colonial capitalist context in which it emerged. A critical engagement with Montessori education unsettles modernist conceptualisations of ‘child’ and its civilising agenda on minds and bodies. Specifically, Montessori child observation (as a civilising mission) is disrupted and reread from a feminist posthumanist orientation to generate more relational, queer and expansive accounts of how ‘child’ is produced through observation. Working with three ‘encounters’ from fieldwork at a Montessori nursery, the authors attend to the material-discursive affective manifestation of social class, gender, sexuality and ‘race’, and what that means for child figurations in Montessori contexts. They conclude by embracing Snaza’s ‘bewildering education’ to reach towards different imaginaries of ‘child’ that are not reliant on dialectics of ‘human’ and ‘non-human’, and that allow ‘child’ to be taken seriously, without risking erasure of fleshy, leaky, porous, codified bodies in Montessori spaces.
{"title":"Grappling with the miseducation of Montessori: A feminist posthuman rereading of ‘child’ in early childhood contexts","authors":"J. Osgood, Sid Mohandas","doi":"10.1177/14639491221117222","DOIUrl":"https://doi.org/10.1177/14639491221117222","url":null,"abstract":"This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and families. Grappling with the contradictions and inconsistencies of Montessori thought, this article acknowledges the legacy of Montessori’s feminism while also situating her project within the wider colonial capitalist context in which it emerged. A critical engagement with Montessori education unsettles modernist conceptualisations of ‘child’ and its civilising agenda on minds and bodies. Specifically, Montessori child observation (as a civilising mission) is disrupted and reread from a feminist posthumanist orientation to generate more relational, queer and expansive accounts of how ‘child’ is produced through observation. Working with three ‘encounters’ from fieldwork at a Montessori nursery, the authors attend to the material-discursive affective manifestation of social class, gender, sexuality and ‘race’, and what that means for child figurations in Montessori contexts. They conclude by embracing Snaza’s ‘bewildering education’ to reach towards different imaginaries of ‘child’ that are not reliant on dialectics of ‘human’ and ‘non-human’, and that allow ‘child’ to be taken seriously, without risking erasure of fleshy, leaky, porous, codified bodies in Montessori spaces.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"302 - 316"},"PeriodicalIF":1.2,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41931162","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 : 2022-08-17DOI: 10.1177/14639491221120037
Brooke Richardson, R. Langford
This article offers a theoretical provocation through conceptualizing a pedagogy of care as a means of caring with students and each other to interrupt the dominance of developmentalism in Canadian post-secondary early childhood education programs. The authors’ conceptualization of care-full as pedagogy is rooted in the premises that education is always ethical and political, and caring about, for and with others is necessary to establish equitable, democratic spaces at the post-secondary level. In contrast to the developmental framework embraced in many Canadian post-secondary early childhood education programs, the authors describe how a critical, care-full overarching pedagogical framework provides room for educators and students to deeply and meaningfully explore developmentalism and other theoretical frameworks. They argue that a pedagogy of care rooted in feminist care ethics and Freire's critical theory can contribute to establishing a safe learning climate where developmentalism can be critiqued and alternative ways to think about children's development can be contested, explored and debated. As the authors are conceptualizing it, a care-full pedagogical framework intentionally supports the intellectual, ethical and political risk-taking necessary for critique and alternative thinking. They follow this provocation through by imagining what a care-full pedagogy might look and feel like in a post-secondary early childhood education course on child development.
{"title":"Care-full pedagogy: Conceptualizing feminist care ethics as an overarching critical framework to interrupt the dominance of developmentalism within post-secondary early childhood education programs","authors":"Brooke Richardson, R. Langford","doi":"10.1177/14639491221120037","DOIUrl":"https://doi.org/10.1177/14639491221120037","url":null,"abstract":"This article offers a theoretical provocation through conceptualizing a pedagogy of care as a means of caring with students and each other to interrupt the dominance of developmentalism in Canadian post-secondary early childhood education programs. The authors’ conceptualization of care-full as pedagogy is rooted in the premises that education is always ethical and political, and caring about, for and with others is necessary to establish equitable, democratic spaces at the post-secondary level. In contrast to the developmental framework embraced in many Canadian post-secondary early childhood education programs, the authors describe how a critical, care-full overarching pedagogical framework provides room for educators and students to deeply and meaningfully explore developmentalism and other theoretical frameworks. They argue that a pedagogy of care rooted in feminist care ethics and Freire's critical theory can contribute to establishing a safe learning climate where developmentalism can be critiqued and alternative ways to think about children's development can be contested, explored and debated. As the authors are conceptualizing it, a care-full pedagogical framework intentionally supports the intellectual, ethical and political risk-taking necessary for critique and alternative thinking. They follow this provocation through by imagining what a care-full pedagogy might look and feel like in a post-secondary early childhood education course on child development.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"408 - 420"},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631716","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 : 2022-08-17DOI: 10.1177/14639491221120036
María-José Lagos-Serrano
Present-day early childhood educators face the challenge of producing their professional identities in highly neo-liberal contexts, negotiating contested discourses on professionalism, education quality and the overall purpose of early childhood education. While it has been suggested by critical scholarship that the early childhood workforce responds to these challenges by developing a unified professional identity, the author contends that particular contexts of practice (such as schools) and the schoolification of early childhood education may produce fragmentation within the workforce. This is crystallised in the figure of the school-based early childhood educator, whose professional practice lies somewhere between that of a kindergarten educator and a schoolteacher. As school-based early childhood education is not perceived as proper early childhood practice by kindergarten educators, school-based educators struggle to identify with this group of practitioners. Drawing on a psychoanalytically informed qualitative study with early childhood educators, the author discusses some of these tensions and proposes the notion of liminal identity (an intermediate space of becoming where identities – among other possibilities – may be examined and reimagined) as a starting point for the exploration of this emergent type of professional subjectivity in the context of an increasing provision of early childhood education in school settings. The author calls for a destabilisation of oversimplified understandings of the relation between educators and their contexts of practice, and the acknowledgement that educators experience and respond to the struggles of the profession in diverse and complex ways.
{"title":"Feeling like ‘the ham of the sandwich’: The contested professional identities of school-based early childhood educators in Chile","authors":"María-José Lagos-Serrano","doi":"10.1177/14639491221120036","DOIUrl":"https://doi.org/10.1177/14639491221120036","url":null,"abstract":"Present-day early childhood educators face the challenge of producing their professional identities in highly neo-liberal contexts, negotiating contested discourses on professionalism, education quality and the overall purpose of early childhood education. While it has been suggested by critical scholarship that the early childhood workforce responds to these challenges by developing a unified professional identity, the author contends that particular contexts of practice (such as schools) and the schoolification of early childhood education may produce fragmentation within the workforce. This is crystallised in the figure of the school-based early childhood educator, whose professional practice lies somewhere between that of a kindergarten educator and a schoolteacher. As school-based early childhood education is not perceived as proper early childhood practice by kindergarten educators, school-based educators struggle to identify with this group of practitioners. Drawing on a psychoanalytically informed qualitative study with early childhood educators, the author discusses some of these tensions and proposes the notion of liminal identity (an intermediate space of becoming where identities – among other possibilities – may be examined and reimagined) as a starting point for the exploration of this emergent type of professional subjectivity in the context of an increasing provision of early childhood education in school settings. The author calls for a destabilisation of oversimplified understandings of the relation between educators and their contexts of practice, and the acknowledgement that educators experience and respond to the struggles of the profession in diverse and complex ways.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475833","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}
The COVID-19 pandemic brought about changes to the lives of families with young children. It has been associated with physical and psychological risk, yet the impact on younger children is poorly examined. The aim of this qualitative study was to examine how the COVID-19 pandemic impacted the day-to-day life of parents of young children living in a small northern city in British Columbia, Canada. Ten mothers with children aged 0–5 years participated in a six-week longitudinal study between November 2020 and March 2021. This article presents data from entry and exit interviews that were analysed using Todorov's narrative theory. Three key themes were identified: (1) gaps in health services; (2) gaps in early childhood education and programs; and (3) changes to/lost social interactions. Limited opportunities to engage with providers caused frustration and left parents feeling disempowered or dissatisfied. Family support and well-being were negatively impacted by a loss in social connectivity. Despite unpredictability and worries about child development, most of the mothers found ways to cherish the time to ‘stop and refocus’. Overall, the families evidenced resilience, despite a loss in relational habits.
{"title":"Day-to-day life during the COVID-19 pandemic: A longitudinal qualitative study with Canadian parents of young children","authors":"Caroline Sanders, Theresa J Frank, Tess Amyot, Katie Cornish, Erica Koopmans, Megan Usipuik, Lauren Irving, C. Pelletier","doi":"10.1177/14639491221115475","DOIUrl":"https://doi.org/10.1177/14639491221115475","url":null,"abstract":"The COVID-19 pandemic brought about changes to the lives of families with young children. It has been associated with physical and psychological risk, yet the impact on younger children is poorly examined. The aim of this qualitative study was to examine how the COVID-19 pandemic impacted the day-to-day life of parents of young children living in a small northern city in British Columbia, Canada. Ten mothers with children aged 0–5 years participated in a six-week longitudinal study between November 2020 and March 2021. This article presents data from entry and exit interviews that were analysed using Todorov's narrative theory. Three key themes were identified: (1) gaps in health services; (2) gaps in early childhood education and programs; and (3) changes to/lost social interactions. Limited opportunities to engage with providers caused frustration and left parents feeling disempowered or dissatisfied. Family support and well-being were negatively impacted by a loss in social connectivity. Despite unpredictability and worries about child development, most of the mothers found ways to cherish the time to ‘stop and refocus’. Overall, the families evidenced resilience, despite a loss in relational habits.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835446","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 : 2022-08-04DOI: 10.1177/14639491221116907
Tingting Xu, Lexa Jack
This study examined the impact of an intensive professional development series on early childhood educators’ content knowledge of engineering and their self-efficacy towards teaching engineering. Seventeen early childhood teachers participated and responded to questionnaires, surveys, and focus-group interviews before and after the professional development. The results show that these early childhood educators significantly (1) increased their knowledge of engineering; (2) improved their engineering teaching self-efficacy; and (3) enhanced their confidence level towards teaching engineering for young children. This study is important because it provides an example of an effective approach to enhance early childhood teachers’ preparation in teaching engineering activities for young children. It also sheds light on the urgency to improve overall teacher preparation and continuous education in science, technology, engineering, and mathematics for young children.
{"title":"Redefining engineering for early childhood educators through professional development","authors":"Tingting Xu, Lexa Jack","doi":"10.1177/14639491221116907","DOIUrl":"https://doi.org/10.1177/14639491221116907","url":null,"abstract":"This study examined the impact of an intensive professional development series on early childhood educators’ content knowledge of engineering and their self-efficacy towards teaching engineering. Seventeen early childhood teachers participated and responded to questionnaires, surveys, and focus-group interviews before and after the professional development. The results show that these early childhood educators significantly (1) increased their knowledge of engineering; (2) improved their engineering teaching self-efficacy; and (3) enhanced their confidence level towards teaching engineering for young children. This study is important because it provides an example of an effective approach to enhance early childhood teachers’ preparation in teaching engineering activities for young children. It also sheds light on the urgency to improve overall teacher preparation and continuous education in science, technology, engineering, and mathematics for young children.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42347054","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 : 2022-06-12eCollection Date: 2022-09-01DOI: 10.1177/14639491221107361
Helena Sandberg, Ebba Sundin, Ulrika Sjöberg
This colloquium shares experiences from doing ethnographic fieldwork with young children and the challenges that followed due to the COVID-19 pandemic. The project DIGIKIDS Sweden has its focus on very young children (birth to three years) and their engagement with digital media technologies in their homes. The pandemic put the project on hold, but in the families where the fieldwork had already started, the authors decided to change the methods of data collection. Digital screen visits were introduced and, at first, this seemed to be flexible, and they adjusted to the new environment. At the same time, this flexibility also became an inflexible experience due to the use of technology.
{"title":"When ethnographic work turns into distant screen visits: A note on flexible inflexibility during the COVID-19 pandemic.","authors":"Helena Sandberg, Ebba Sundin, Ulrika Sjöberg","doi":"10.1177/14639491221107361","DOIUrl":"10.1177/14639491221107361","url":null,"abstract":"<p><p>This colloquium shares experiences from doing ethnographic fieldwork with young children and the challenges that followed due to the COVID-19 pandemic. The project DIGIKIDS Sweden has its focus on very young children (birth to three years) and their engagement with digital media technologies in their homes. The pandemic put the project on hold, but in the families where the fieldwork had already started, the authors decided to change the methods of data collection. Digital screen visits were introduced and, at first, this seemed to be flexible, and they adjusted to the new environment. At the same time, this flexibility also became an inflexible experience due to the use of technology.</p>","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 3","pages":"361-365"},"PeriodicalIF":1.2,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9194497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9898285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-09DOI: 10.1177/14639491221106500
Nicole Land, Alicja Frankowski
Taking up the contention that child development manifests through the developmental logics it enacts, the authors work with citational practices as iterations of how developmentalism's logics are done in everyday practices in early childhood and teacher education. They work with Erica Burman's method of ‘found childhood’ to propose citational practices as artefacts of found childhood – as traces of how childhood happens in contemporary life and as an indicator of the dominant knowledges and knowledge-making practices that animate 21st-century childhoods. With disciplining and failure as moments of citational practices, the authors follow how practices of citing do and do not do developmental logics. In dialogue with postdevelopmental pedagogies, they wonder how one might cite into otherwise futures beyond the certainty and temporalities dictated by child development. The authors refuse the progress-oriented logics of child development and do not articulate new ‘best’ practices for citing, but instead write through provocations that might take up questions of world-making, pedagogy and life in line with the propositions offered by postdevelopmental pedagogies.
{"title":"(Un)finding childhoods in citational practices with postdevelopmental pedagogies","authors":"Nicole Land, Alicja Frankowski","doi":"10.1177/14639491221106500","DOIUrl":"https://doi.org/10.1177/14639491221106500","url":null,"abstract":"Taking up the contention that child development manifests through the developmental logics it enacts, the authors work with citational practices as iterations of how developmentalism's logics are done in everyday practices in early childhood and teacher education. They work with Erica Burman's method of ‘found childhood’ to propose citational practices as artefacts of found childhood – as traces of how childhood happens in contemporary life and as an indicator of the dominant knowledges and knowledge-making practices that animate 21st-century childhoods. With disciplining and failure as moments of citational practices, the authors follow how practices of citing do and do not do developmental logics. In dialogue with postdevelopmental pedagogies, they wonder how one might cite into otherwise futures beyond the certainty and temporalities dictated by child development. The authors refuse the progress-oriented logics of child development and do not articulate new ‘best’ practices for citing, but instead write through provocations that might take up questions of world-making, pedagogy and life in line with the propositions offered by postdevelopmental pedagogies.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"452 - 466"},"PeriodicalIF":1.2,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41380957","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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