Pub Date : 2022-09-27DOI: 10.1080/09669760.2022.2128307
E. Erwin, Meredith Valentine, M. Toumazou
Young children ’ s voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about how to study belonging, as well as what else must be studied in early childhood education. The importance of conducting research with young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding fi rst-hand from young children ’ s own perspectives, research agendas can be more authentically and inclusively achieved.
{"title":"The study of belonging in early childhood education: complexities and possibilities","authors":"E. Erwin, Meredith Valentine, M. Toumazou","doi":"10.1080/09669760.2022.2128307","DOIUrl":"https://doi.org/10.1080/09669760.2022.2128307","url":null,"abstract":"Young children ’ s voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about how to study belonging, as well as what else must be studied in early childhood education. The importance of conducting research with young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding fi rst-hand from young children ’ s own perspectives, research agendas can be more authentically and inclusively achieved.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777521","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}
{"title":"Early childhood practicum students’ perceptions and experiences of a remote directed fieldwork course during the COVID-19 pandemic","authors":"Su-Jeong Wee, Jessica Dennis, Yafen Lo, Kheng Ly-Hoang, Patricia Ramirez-Ulloa","doi":"10.1080/09669760.2022.2128306","DOIUrl":"https://doi.org/10.1080/09669760.2022.2128306","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220098","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 : 2022-09-08DOI: 10.1080/09669760.2022.2122026
Christopher Speldewinde, Coral Campbell
ABSTRACT In Australia, there have been a growing number of nature-based early childhood education initiatives [Alme, H., and M. A. Reime. 2021. “Nature Kindergartens: A Space for Children’s Participation.” Journal of Outdoor and Environmental Education 24: 113–131]. Research into early years’ nature education internationally remains under-theorised particularly in STEM teaching and learning. The nature or bush kindergarten programme (often referred to as ‘bush kinders’ in the Australian context), is one such programme where nature play and education occur. This paper considers how children’s mathematical thinking develops through their time spent in bush kinder settings. Using an ethnographic lens, this longitudinal study is the first of its type in Australia with a focus on STEM in bush kinders. In this paper, eight ‘powerful mathematical ideas’ are used to analyse how educators can approach teaching mathematics with only what nature provides. The paper reports one main finding, that bush kinders provide opportunities for children through educator support to build mathematical understandings through nature play. Drawing on fieldwork data and the analysis of research literature, this paper contributes to the conceptualisation of mathematics in early childhood nature play and bush kinder programmes.
{"title":"Mathematics learning in the early years through nature play","authors":"Christopher Speldewinde, Coral Campbell","doi":"10.1080/09669760.2022.2122026","DOIUrl":"https://doi.org/10.1080/09669760.2022.2122026","url":null,"abstract":"ABSTRACT In Australia, there have been a growing number of nature-based early childhood education initiatives [Alme, H., and M. A. Reime. 2021. “Nature Kindergartens: A Space for Children’s Participation.” Journal of Outdoor and Environmental Education 24: 113–131]. Research into early years’ nature education internationally remains under-theorised particularly in STEM teaching and learning. The nature or bush kindergarten programme (often referred to as ‘bush kinders’ in the Australian context), is one such programme where nature play and education occur. This paper considers how children’s mathematical thinking develops through their time spent in bush kinder settings. Using an ethnographic lens, this longitudinal study is the first of its type in Australia with a focus on STEM in bush kinders. In this paper, eight ‘powerful mathematical ideas’ are used to analyse how educators can approach teaching mathematics with only what nature provides. The paper reports one main finding, that bush kinders provide opportunities for children through educator support to build mathematical understandings through nature play. Drawing on fieldwork data and the analysis of research literature, this paper contributes to the conceptualisation of mathematics in early childhood nature play and bush kinder programmes.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43695079","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 : 2022-09-01DOI: 10.1080/09669760.2022.2114319
Catharina P. J. van Trijp, M. Broekhuizen, Thomas Moser, M. Barata, Cecília Aguiar
ABSTRACT Parents play a vital role in identifying children’s needs for support and Early Childhood Education and Care (ECEC) features that support children’s well-being. This study examined parental perspectives on features of ECEC that foster young children’s well-being under and above the age of 3 years by interviewing 359 parents across nine European countries (England, Finland, Germany, Greece, Italy, the Netherlands, Norway, Poland, and Portugal). Results revealed that parental perspectives largely converged with quality features discussed in ECEC research. Process quality features were mentioned more frequently than structural features for all children 0- to 6-years-old in almost all countries. However, care-oriented features were mentioned more frequently for under 3 years, and educational-oriented features were mentioned more frequently for the older group. Regarding structural features, patterns of responses across the two age groups were similar in most countries. Age differences were not more pronounced in countries with a split governance system.
{"title":"Parental perspectives on ECEC settings that foster child well-being: a comparison across nine European countries","authors":"Catharina P. J. van Trijp, M. Broekhuizen, Thomas Moser, M. Barata, Cecília Aguiar","doi":"10.1080/09669760.2022.2114319","DOIUrl":"https://doi.org/10.1080/09669760.2022.2114319","url":null,"abstract":"ABSTRACT\u0000 Parents play a vital role in identifying children’s needs for support and Early Childhood Education and Care (ECEC) features that support children’s well-being. This study examined parental perspectives on features of ECEC that foster young children’s well-being under and above the age of 3 years by interviewing 359 parents across nine European countries (England, Finland, Germany, Greece, Italy, the Netherlands, Norway, Poland, and Portugal). Results revealed that parental perspectives largely converged with quality features discussed in ECEC research. Process quality features were mentioned more frequently than structural features for all children 0- to 6-years-old in almost all countries. However, care-oriented features were mentioned more frequently for under 3 years, and educational-oriented features were mentioned more frequently for the older group. Regarding structural features, patterns of responses across the two age groups were similar in most countries. Age differences were not more pronounced in countries with a split governance system.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48612886","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 : 2022-08-08DOI: 10.1080/09669760.2022.2107896
A. Keary, S. Garvis, Lucas Walsh
ABSTRACT Play is a place of diverse meaning-making for young children and often central to family life. This paper reports on a family study in which the authors analyse Author One’s family photos of young children’s play across four generations. The photo analysis shows continuity and transformations in the types of play activities the young children engaged with across the generations. A facet of this study is gaining insights into how these familial photos operate in the cultural sphere of family, community and broader socio-political contexts with the analysis set against the seven rhetorics of play espoused by play historian Sutton-Smith. The study explores how young children’s play lasts and transitions across four generations in line with early childhood education ideologies of the times.
{"title":"The rhetorics of play: visual analysis of children’s play across four generations of an Australian family","authors":"A. Keary, S. Garvis, Lucas Walsh","doi":"10.1080/09669760.2022.2107896","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107896","url":null,"abstract":"ABSTRACT Play is a place of diverse meaning-making for young children and often central to family life. This paper reports on a family study in which the authors analyse Author One’s family photos of young children’s play across four generations. The photo analysis shows continuity and transformations in the types of play activities the young children engaged with across the generations. A facet of this study is gaining insights into how these familial photos operate in the cultural sphere of family, community and broader socio-political contexts with the analysis set against the seven rhetorics of play espoused by play historian Sutton-Smith. The study explores how young children’s play lasts and transitions across four generations in line with early childhood education ideologies of the times.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46387452","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 : 2022-08-08DOI: 10.1080/09669760.2022.2107489
Yusuke Kamiya, Marika Nomura
ABSTRACT Early childhood education (ECE) is important to provide the necessary support for children’s healthy development during the preschool period. We evaluated whether ECE positively impacted early childhood development in Lao PDR. We pooled two rounds of nationally representative cross-sectional household surveys — Lao Social Indicator Surveys 2011/2012 and 2017. The study sample included 9316 children 3–4 years old. Multivariate logistic regression and propensity score-matching analysis were performed to estimate the impact of preschool attendance on children’s development status. The results showed that preschool attendance positively impacted children’s literacy-numeracy, learning ability, physical growth, and social-emotional development. We confirmed that home stimulation by caregivers also positively impacted children’s literacy-numeracy and learning abilities. Since there are large socioeconomic and geographical disparities among Laotian children attending preschool, further efforts should be made to promote equitable and inclusive access to ECE in Lao PDR.
{"title":"Evaluating the impact of early childhood education on child development in Lao PDR","authors":"Yusuke Kamiya, Marika Nomura","doi":"10.1080/09669760.2022.2107489","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107489","url":null,"abstract":"ABSTRACT Early childhood education (ECE) is important to provide the necessary support for children’s healthy development during the preschool period. We evaluated whether ECE positively impacted early childhood development in Lao PDR. We pooled two rounds of nationally representative cross-sectional household surveys — Lao Social Indicator Surveys 2011/2012 and 2017. The study sample included 9316 children 3–4 years old. Multivariate logistic regression and propensity score-matching analysis were performed to estimate the impact of preschool attendance on children’s development status. The results showed that preschool attendance positively impacted children’s literacy-numeracy, learning ability, physical growth, and social-emotional development. We confirmed that home stimulation by caregivers also positively impacted children’s literacy-numeracy and learning abilities. Since there are large socioeconomic and geographical disparities among Laotian children attending preschool, further efforts should be made to promote equitable and inclusive access to ECE in Lao PDR.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49076945","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 : 2022-08-08DOI: 10.1080/09669760.2022.2107493
A. MacDonald, Samantha McGrath
ABSTRACT Early childhood educators play a central role in fostering children’s mathematics learning; however, few studies have focused on educators’ beliefs about very young children’s capabilities in mathematics. Understanding these beliefs is critical for gaining insight into the mathematics education provided in birth to three settings. In light of this dearth of research, this article presents data from a study of Australian early childhood educators’ beliefs about mathematics education for children under three years of age. 506 educators responded to an online survey which generated both quantitative and qualitative data regarding educators’ beliefs. The findings indicate that this large sample of Australian educators seem to be positive and perceptive about mathematics. The educators demonstrate a good level of recognition of very early mathematical development, and the majority of respondents indicate a belief that children begin exploring a range of mathematical ideas before two years of age. The findings contribute to understandings of early childhood educators’ beliefs regarding mathematics education for children under three years of age and provide positive indications about the quality of mathematics education opportunities for very young children.
{"title":"Early childhood educators’ beliefs about mathematics education for children under three years of age","authors":"A. MacDonald, Samantha McGrath","doi":"10.1080/09669760.2022.2107493","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107493","url":null,"abstract":"ABSTRACT Early childhood educators play a central role in fostering children’s mathematics learning; however, few studies have focused on educators’ beliefs about very young children’s capabilities in mathematics. Understanding these beliefs is critical for gaining insight into the mathematics education provided in birth to three settings. In light of this dearth of research, this article presents data from a study of Australian early childhood educators’ beliefs about mathematics education for children under three years of age. 506 educators responded to an online survey which generated both quantitative and qualitative data regarding educators’ beliefs. The findings indicate that this large sample of Australian educators seem to be positive and perceptive about mathematics. The educators demonstrate a good level of recognition of very early mathematical development, and the majority of respondents indicate a belief that children begin exploring a range of mathematical ideas before two years of age. The findings contribute to understandings of early childhood educators’ beliefs regarding mathematics education for children under three years of age and provide positive indications about the quality of mathematics education opportunities for very young children.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44075688","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 : 2022-08-06DOI: 10.1080/09669760.2022.2106644
Bert van Oers, Nikolay Veraksa
Published in International Journal of Early Years Education (Vol. 30, No. 3, 2022)
发表于《国际幼儿教育杂志》(第30卷第3期，2022年)
{"title":"Preliminary statement","authors":"Bert van Oers, Nikolay Veraksa","doi":"10.1080/09669760.2022.2106644","DOIUrl":"https://doi.org/10.1080/09669760.2022.2106644","url":null,"abstract":"Published in International Journal of Early Years Education (Vol. 30, No. 3, 2022)","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528131","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 : 2022-08-05DOI: 10.1080/09669760.2022.2107894
E. Ngololo, C. Kasanda, Gert van Rooy
{"title":"(In)capacity to early learning provisioning in Namibia","authors":"E. Ngololo, C. Kasanda, Gert van Rooy","doi":"10.1080/09669760.2022.2107894","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107894","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48798023","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 : 2022-08-05DOI: 10.1080/09669760.2022.2107492
Karin Due, Marianne Skoog, Sofie Areljung, C. Ottander, B. Sundberg
ABSTRACT This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
{"title":"Teachers’ conceptualisations of science teaching – obstacles and opportunities for pedagogical continuity across early childhood school forms","authors":"Karin Due, Marianne Skoog, Sofie Areljung, C. Ottander, B. Sundberg","doi":"10.1080/09669760.2022.2107492","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107492","url":null,"abstract":"ABSTRACT This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42130668","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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