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":"31 1","pages":"790 - 805"},"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}
Pub Date : 2022-08-01DOI: 10.1080/09669760.2022.2107490
R. Lemos, A. I. Gomes, Luísa Barros
ABSTRACT Most young children attend daycare regularly, making these institutions valuable in health and nutrition education. This study aimed to explore the Portuguese early childhood educators’ perspectives on their role in promoting young children’s healthy diets through semi-structured interviews with ten educators. We used a thematic analysis approach, and identified six themes: 1) Educators are concerned about children’s eating patterns and identify cues that guide them in promoting the child’s healthy diet; 2) Educators recognise their role in promoting nutrition education in their direct work children; 3) Educators have clear ideas about methods to promote healthy eating habits, including class activities and feeding practices; 4) Educators reported several childcare centres and children’s characteristics that hinder or facilitate their role on promoting children’s healthy diet; 5) Educators reported family characteristics that hinder or facilitate their role on promoting children’s healthy diet; 6) Supporting families is a more challenging task. These findings can contribute to inform about specific needs for improving training on feeding practices and childcare centre policies regarding food availability and mealtime routines.
{"title":"Promoting a healthy diet in preschool children: a qualitative study about early childhood educators’ perspectives","authors":"R. Lemos, A. I. Gomes, Luísa Barros","doi":"10.1080/09669760.2022.2107490","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107490","url":null,"abstract":"ABSTRACT\u0000 Most young children attend daycare regularly, making these institutions valuable in health and nutrition education. This study aimed to explore the Portuguese early childhood educators’ perspectives on their role in promoting young children’s healthy diets through semi-structured interviews with ten educators. We used a thematic analysis approach, and identified six themes: 1) Educators are concerned about children’s eating patterns and identify cues that guide them in promoting the child’s healthy diet; 2) Educators recognise their role in promoting nutrition education in their direct work children; 3) Educators have clear ideas about methods to promote healthy eating habits, including class activities and feeding practices; 4) Educators reported several childcare centres and children’s characteristics that hinder or facilitate their role on promoting children’s healthy diet; 5) Educators reported family characteristics that hinder or facilitate their role on promoting children’s healthy diet; 6) Supporting families is a more challenging task. These findings can contribute to inform about specific needs for improving training on feeding practices and childcare centre policies regarding food availability and mealtime routines.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561627","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}
This preliminary statement of the EU Election Observation Mission (EU EOM) is delivered before the completion of the entire electoral process. Critical stages remain, including tabulation of results and adju-dication of petitions. The EU EOM is now only in a position to comment on observation undertaken to date, and will later publish a final report, including full analysis and recommendations for reforms. The EU EOM may also make additional statements on election-related matters as and when it considers it appropriate
{"title":"Preliminary statement","authors":"B. van Oers, Nikolay Veraks","doi":"10.1037/e533612009-157","DOIUrl":"https://doi.org/10.1037/e533612009-157","url":null,"abstract":"This preliminary statement of the EU Election Observation Mission (EU EOM) is delivered before the completion of the entire electoral process. Critical stages remain, including tabulation of results and adju-dication of petitions. The EU EOM is now only in a position to comment on observation undertaken to date, and will later publish a final report, including full analysis and recommendations for reforms. The EU EOM may also make additional statements on election-related matters as and when it considers it appropriate","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"499 - 499"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264986","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 : 2022-07-03DOI: 10.1080/09669760.2022.2107895
M. Bredikyte
ABSTRACT Playing is an activity that affects significantly the psychological development and learning in preschool age. Opinions among researchers and practitioners are divided about adults’ role in children’s play. Despite being a children’s activity, high-level, complex social play hardly appears without adult mediation. According to the narrative play and learning approach, adults play a crucial role in developing narrative playworlds. Teachers must have special abilities to create narrative playworlds, including adult involvement and participation in the play with children. The teachers should preserve two perspectives simultaneously: they must be children’s play partners and play guiders. This study explores the process of creating narrative playworlds from the teachers’ perspective. The thematic analysis of a focus group interview revealed contradictions between teachers’ intentions and behaviours. The creation of narrative playworlds proceeds through a series of critical contradictions that the teachers must overcome. Successful resolution of the contradictions helps build a community of players in the classroom.
{"title":"Adult participation in the creation of narrative playworlds: challenges and contradictions","authors":"M. Bredikyte","doi":"10.1080/09669760.2022.2107895","DOIUrl":"https://doi.org/10.1080/09669760.2022.2107895","url":null,"abstract":"ABSTRACT Playing is an activity that affects significantly the psychological development and learning in preschool age. Opinions among researchers and practitioners are divided about adults’ role in children’s play. Despite being a children’s activity, high-level, complex social play hardly appears without adult mediation. According to the narrative play and learning approach, adults play a crucial role in developing narrative playworlds. Teachers must have special abilities to create narrative playworlds, including adult involvement and participation in the play with children. The teachers should preserve two perspectives simultaneously: they must be children’s play partners and play guiders. This study explores the process of creating narrative playworlds from the teachers’ perspective. The thematic analysis of a focus group interview revealed contradictions between teachers’ intentions and behaviours. The creation of narrative playworlds proceeds through a series of critical contradictions that the teachers must overcome. Successful resolution of the contradictions helps build a community of players in the classroom.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"595 - 609"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41409908","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 : 2022-07-03DOI: 10.1080/09669760.2022.2106643
N. Veraksa, B. van Oers
ABSTRACT Current research and practice in early years pays special attention to education using play. However, the prospects for play application remain largely unclear. Starting from works of Lev Vygotsky and his followers (D.Elkonin, A.Leontiev) an activity-based approach to play was elaborated. The development of the cultural-historical theory of play was continued in the works of Elena Smirnova and Elena Kravtsova and others. Kravtsova proposed to consider play in the context of zone of proximal development. Play was considered as a tool for stimulating child interest and for solving educational problems. Smirnova studied the influence of toys on the development of play in preschool children. She emphasized the need to preserve children's initiative and spontaneity of play. Contemporary studies explore play in different contexts such as play in the presence of adults, its structure and creative potential, its possibilities to develop executive functions and practice play in a digital world. The results of these studies are presented in this issue and show the relevance of studying the problem of play and its role in education and child development, from a Cultural-Historical Activity Theory Perspective.
{"title":"The polyphony of voices in cultural-historical approaches to play: special issue in honour of Elena Kravtsova and Elena Smirnova","authors":"N. Veraksa, B. van Oers","doi":"10.1080/09669760.2022.2106643","DOIUrl":"https://doi.org/10.1080/09669760.2022.2106643","url":null,"abstract":"ABSTRACT Current research and practice in early years pays special attention to education using play. However, the prospects for play application remain largely unclear. Starting from works of Lev Vygotsky and his followers (D.Elkonin, A.Leontiev) an activity-based approach to play was elaborated. The development of the cultural-historical theory of play was continued in the works of Elena Smirnova and Elena Kravtsova and others. Kravtsova proposed to consider play in the context of zone of proximal development. Play was considered as a tool for stimulating child interest and for solving educational problems. Smirnova studied the influence of toys on the development of play in preschool children. She emphasized the need to preserve children's initiative and spontaneity of play. Contemporary studies explore play in different contexts such as play in the presence of adults, its structure and creative potential, its possibilities to develop executive functions and practice play in a digital world. The results of these studies are presented in this issue and show the relevance of studying the problem of play and its role in education and child development, from a Cultural-Historical Activity Theory Perspective.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"500 - 510"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42014594","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 : 2022-07-01DOI: 10.1080/09669760.2022.2091981
Elizabeth R. Wynberg, Femke van der Wilt, Annerieke Boland, M. Raijmakers, Chiel van der Veen
ABSTRACT In early childhood, young children frequently engage in object-oriented play. According to cultural-historical activity theory, object-oriented play provides children with opportunities to learn about the characteristics and cultural applications of objects and materials. These characteristics are referred to as rules or affordances of objects and materials. To date, what kind of rules children explore and follow, and how they do so, has not been extensively studied, even though the understanding of children’s learning in object-oriented play is important for early childhood education. In the current explorative study, we analysed how six children aged between two and four years explore, follow, and impose rules during a 10-minute play activity in which they were presented with a fixed set of objects (e.g. oddly shaped blocks, boxes, abstract shaped puppets, etc.). Thematic analysis of video-observations revealed two themes: (1) children explore, follow and impose different types of rules using different strategies, increasing in complexity with age, and (2) children explore, follow or impose rules by various forms of repetition, with older children showing longer and more complex forms of repetition. In the discussion, these themes were interpreted using CHAT.
{"title":"How young children explore, follow and impose rules during object-oriented play: a multiple case study","authors":"Elizabeth R. Wynberg, Femke van der Wilt, Annerieke Boland, M. Raijmakers, Chiel van der Veen","doi":"10.1080/09669760.2022.2091981","DOIUrl":"https://doi.org/10.1080/09669760.2022.2091981","url":null,"abstract":"ABSTRACT In early childhood, young children frequently engage in object-oriented play. According to cultural-historical activity theory, object-oriented play provides children with opportunities to learn about the characteristics and cultural applications of objects and materials. These characteristics are referred to as rules or affordances of objects and materials. To date, what kind of rules children explore and follow, and how they do so, has not been extensively studied, even though the understanding of children’s learning in object-oriented play is important for early childhood education. In the current explorative study, we analysed how six children aged between two and four years explore, follow, and impose rules during a 10-minute play activity in which they were presented with a fixed set of objects (e.g. oddly shaped blocks, boxes, abstract shaped puppets, etc.). Thematic analysis of video-observations revealed two themes: (1) children explore, follow and impose different types of rules using different strategies, increasing in complexity with age, and (2) children explore, follow or impose rules by various forms of repetition, with older children showing longer and more complex forms of repetition. In the discussion, these themes were interpreted using CHAT.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"577 - 594"},"PeriodicalIF":1.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42988091","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 : 2022-06-22DOI: 10.1080/09669760.2022.2091979
A. Veraksa, V. Sukhikh, N. Veresov, O. Almazova
ABSTRACT In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions for 20–30 min twice a week. Participants (n = 199, 46.7% females), aged from 52 to 69 months (M = 60.79; SD = 4.10) were assigned to one of five experimental groups: three types of role play (free role play; adult-directed play; child-directed play), digital games, games with rules (board games). All the measured EFs significantly increased following the digital games’ intervention. In ‘Games with rules’ and ‘Adult-directed play’ intervention groups, significant changes were registered in 5 (out of 6) measures of EFs. In the ‘Free play’ and ‘Child-directed play’, significant changes were found in 4 measures of EFs. Differential effect of play on EFs components is discussed. These results demonstrate the importance of play for EFs development and given the differential effect of play types, those can be applied based on the children’s needs.
{"title":"Which play is better? Different play types and development of executive functions in early childhood","authors":"A. Veraksa, V. Sukhikh, N. Veresov, O. Almazova","doi":"10.1080/09669760.2022.2091979","DOIUrl":"https://doi.org/10.1080/09669760.2022.2091979","url":null,"abstract":"ABSTRACT In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions for 20–30 min twice a week. Participants (n = 199, 46.7% females), aged from 52 to 69 months (M = 60.79; SD = 4.10) were assigned to one of five experimental groups: three types of role play (free role play; adult-directed play; child-directed play), digital games, games with rules (board games). All the measured EFs significantly increased following the digital games’ intervention. In ‘Games with rules’ and ‘Adult-directed play’ intervention groups, significant changes were registered in 5 (out of 6) measures of EFs. In the ‘Free play’ and ‘Child-directed play’, significant changes were found in 4 measures of EFs. Differential effect of play on EFs components is discussed. These results demonstrate the importance of play for EFs development and given the differential effect of play types, those can be applied based on the children’s needs.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"560 - 576"},"PeriodicalIF":1.9,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43002640","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 : 2022-06-22DOI: 10.1080/09669760.2022.2091980
P. Eadie, Ben Deery, L. Murray, P. Levickis, J. Page, Catriona Elek
The aims of this study were to establish a Research Network of Early Childhood Professionals and to identity network members’ top research priorities and preferred research methods. Australian early childhood education (ECE) professionals were invited to participate in a Delphi-style survey. In Stage 1, participants were asked to describe the most important issues in ECE that need addressing;from this, a ‘top 20’ list of the most common research priorities was generated. In Stage 2, respondents were asked to prioritise the top 20 research topics and to rate their interest in participating in various methods of research. A total of 182 ECE professionals completed the Stage 1 survey (pre-COVID-19), yielding 34 topics of research interest. Ninety-four respondents completed the Stage 2 survey (during the COVID-19 pandemic), ranking the top three most important research topics as: educator wellbeing and mental health, child wellbeing and mental health, and professional learning and development. Members of the network appear to be interested in participating in ECE research and their research priorities can help highlight real-world issues warranting further investigation. Facilitating research that addresses prioritised ECE areas is particularly timely given the significant impact of the COVID-19 pandemic across the ECE sector. [ FROM AUTHOR] Copyright of International Journal of Early Years Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"What are the research priorities of Australian early childhood professionals? Results of a Delphi style study","authors":"P. Eadie, Ben Deery, L. Murray, P. Levickis, J. Page, Catriona Elek","doi":"10.1080/09669760.2022.2091980","DOIUrl":"https://doi.org/10.1080/09669760.2022.2091980","url":null,"abstract":"The aims of this study were to establish a Research Network of Early Childhood Professionals and to identity network members’ top research priorities and preferred research methods. Australian early childhood education (ECE) professionals were invited to participate in a Delphi-style survey. In Stage 1, participants were asked to describe the most important issues in ECE that need addressing;from this, a ‘top 20’ list of the most common research priorities was generated. In Stage 2, respondents were asked to prioritise the top 20 research topics and to rate their interest in participating in various methods of research. A total of 182 ECE professionals completed the Stage 1 survey (pre-COVID-19), yielding 34 topics of research interest. Ninety-four respondents completed the Stage 2 survey (during the COVID-19 pandemic), ranking the top three most important research topics as: educator wellbeing and mental health, child wellbeing and mental health, and professional learning and development. Members of the network appear to be interested in participating in ECE research and their research priorities can help highlight real-world issues warranting further investigation. Facilitating research that addresses prioritised ECE areas is particularly timely given the significant impact of the COVID-19 pandemic across the ECE sector. [ FROM AUTHOR] Copyright of International Journal of Early Years Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047206","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 : 2022-05-25DOI: 10.1080/09669760.2022.2079076
B. Pompert, S. L. van der Meer-Wijnands, H. de Waard
ABSTRACT This paper first reviews the roles, concepts and practices within SBBD. The paper continues with two single case studies and a survey on the three main phases used in the Netherlands to aid educational institutes in developing a play-based curriculum. In the first case educational professionals (EPs) recognise that the play-based approach helped them learn about, experience and understand the implications and effects of SBBD while making a transition from a fixed, programmed approach of reading to a play-based approach of literacy. In the research on the second case, EPs mention that their development in practice has improved during the implementation phase. The reasons and the main bottlenecks are mentioned. The final case elaborates on hypothetical learning processes by writing learning stories. This case shows how this is an important tool for EPs and also a way to involve the child’s parents and caregivers in the learning community. The paper illustrates how SBBD trainers use play but also enact in a playful way when working with the EPs wanting to implement a play-based curriculum.
{"title":"Professionalisation in a play-based curriculum","authors":"B. Pompert, S. L. van der Meer-Wijnands, H. de Waard","doi":"10.1080/09669760.2022.2079076","DOIUrl":"https://doi.org/10.1080/09669760.2022.2079076","url":null,"abstract":"ABSTRACT\u0000 This paper first reviews the roles, concepts and practices within SBBD. The paper continues with two single case studies and a survey on the three main phases used in the Netherlands to aid educational institutes in developing a play-based curriculum. In the first case educational professionals (EPs) recognise that the play-based approach helped them learn about, experience and understand the implications and effects of SBBD while making a transition from a fixed, programmed approach of reading to a play-based approach of literacy. In the research on the second case, EPs mention that their development in practice has improved during the implementation phase. The reasons and the main bottlenecks are mentioned. The final case elaborates on hypothetical learning processes by writing learning stories. This case shows how this is an important tool for EPs and also a way to involve the child’s parents and caregivers in the learning community. The paper illustrates how SBBD trainers use play but also enact in a playful way when working with the EPs wanting to implement a play-based curriculum.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"30 1","pages":"610 - 625"},"PeriodicalIF":1.9,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44915396","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 : 2022-05-19DOI: 10.1080/09669760.2022.2069357
Jane Murray
The United Nations advocates that children’s experiences of growing up should be characterised by equality (OHCHR 1989; United Nations 2015). Yet even before COVID-19 emerged, inequalities were a global problem for early childhood, which matters because ‘Inequalities in early childhood development tend to persist into adulthood and amplify across the life course’ (Lu et al. 2020, 1). We know that there are strong associations between inequalities and wicked problems including low life expectancy, paucity of educational and health outcomes, weak development of human capital, lack of social mobility and failed social cohesion (Wilkinson and Pickett 2010, 2018). Nevertheless, in 2022 as the World emerges from global pandemic shock, aspirations that young children worldwide may experience equality seem less achievable than ever. Beginning in February 2022, Europe has experienced another wave of displaced children forced to migrate due to conflict in their Ukrainian homeland, further exacerbating inequalities experienced by children (UNICEF 2022a). UNICEF (2022b) identifies regressive democracy, globalisation and multilateralism, combined with climate change and weak regulation of digital technologies as key factors that are intensifying inequalities for young children internationally. I am profoundly sad that equality for the World’s children seems to be moving further from our grasp. That said, I cannot claim an authentic first-hand understanding of what it is to be denied opportunities or to feel othered, disenfranchised or subjugated because of ethnicity, socio-economic status, geographical location or other characteristics. As a white, educated woman indigenous to the wealthy United Kingdom, my life has been characterised by advantage. Since my birth into middle-class, middle-England in the mid-twentieth century, I have been afforded freedoms, comforts and opportunities that most others never know. Moreover, through nothing other than an accident of birth, I belong to a dominant culture that has historically wielded power to subjugate others across the World: a stain on my country’s past. I wish it were otherwise. I feel not only sorrow but also anger in the face of the many disadvantages that inequalities have constructed for children over centuries and that these have dogged them throughout their lives, frequently being passed to subsequent generations. I long for a World where diversity is celebrated, where power and resources are shared equitably, and where opportunity and inclusion are experienced universally. I am wholly committed to doing all I can to secure that more equal World, but as one person my contribution is limited. Nevertheless, as Editor of the International Journal of Early Years Education I am in a position to bring together people to promulgate new knowledge with potential to inform possibilities for leveraging equality in early childhood in the future. To that end, this issue of International Journal of Early Years Educatio
(2022)。一切都是平等的。国际幼儿教育杂志:第30卷，第2期，第127-129页。
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