Pub Date : 2023-12-27DOI: 10.1080/09669760.2023.2299267
Katrin Macha, Mathias Urban, Jan Lonnemann, Caroline Wronski, Frauke Hildebrandt
In this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We underst...
{"title":"Children’s perspectives on quality in ECEC as a specific form of participation","authors":"Katrin Macha, Mathias Urban, Jan Lonnemann, Caroline Wronski, Frauke Hildebrandt","doi":"10.1080/09669760.2023.2299267","DOIUrl":"https://doi.org/10.1080/09669760.2023.2299267","url":null,"abstract":"In this paper, we want to present research on children’s perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We underst...","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-27DOI: 10.1080/09669760.2023.2299239
Leli Halimah, Margaretha Sri Yuliariatiningsih, Mirawati
One of the keys to early childhood education program success is providing opportunities for teachers and parents to create effective partnerships. However, teachers often face difficulties in invol...
{"title":"Strategies for optimizing partnership: workshop on teamwork for teachers and parents in early childhood education","authors":"Leli Halimah, Margaretha Sri Yuliariatiningsih, Mirawati","doi":"10.1080/09669760.2023.2299239","DOIUrl":"https://doi.org/10.1080/09669760.2023.2299239","url":null,"abstract":"One of the keys to early childhood education program success is providing opportunities for teachers and parents to create effective partnerships. However, teachers often face difficulties in invol...","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-27DOI: 10.1080/09669760.2023.2299255
Hanna Wickstrom, Angela Pyle
Growing evidence promotes the suitability of play-based learning to support young children’s developmental and academic learning. Educators’ differing perspectives of play and learning, however, le...
{"title":"Shifting perspectives: developing and integrating educators’ notions of play and early math learning in kindergarten","authors":"Hanna Wickstrom, Angela Pyle","doi":"10.1080/09669760.2023.2299255","DOIUrl":"https://doi.org/10.1080/09669760.2023.2299255","url":null,"abstract":"Growing evidence promotes the suitability of play-based learning to support young children’s developmental and academic learning. Educators’ differing perspectives of play and learning, however, le...","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-03DOI: 10.1080/09669760.2023.2284185
Tanya Richardson
This paper discusses a study that considered how the quality of three different learning environments, indoor classrooms, outdoor classrooms and forest schools, for children aged 3–5 years, is asso...
{"title":"What constitutes a high-quality environment for speech and language development?","authors":"Tanya Richardson","doi":"10.1080/09669760.2023.2284185","DOIUrl":"https://doi.org/10.1080/09669760.2023.2284185","url":null,"abstract":"This paper discusses a study that considered how the quality of three different learning environments, indoor classrooms, outdoor classrooms and forest schools, for children aged 3–5 years, is asso...","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1080/09669760.2023.2269982
June O’Sullivan, Saudaa Nadat, Leila Roberts
{"title":"Understanding parent and staff perspectives on bicycle usage in nurseries and at home","authors":"June O’Sullivan, Saudaa Nadat, Leila Roberts","doi":"10.1080/09669760.2023.2269982","DOIUrl":"https://doi.org/10.1080/09669760.2023.2269982","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-05DOI: 10.1080/09669760.2023.2278468
Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, Ioannis Starakis
ABSTRACTThe present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the frequency of the Moon's appearance in the night sky. Τhe sample consisted of 15 people from each population group. Semi-structured interviews were conducted to collect the data. Data analysis suggests that the vast majority of both population groups consider the presence of the Moon in the celestial dome to be indicative of the night. Furthermore, when the relevant questions are asked independent of the need to explain other phenomena, the participants usually respond with the tautological statement that they can always see the Moon at night because it is night. The research also revealed that although knowledge which is acquired over time from: (a) observational data (e.g. the periodicity of the Moon’s Apparent Motion is not 24 h), and (b) school/extracurricular activities (e.g. the Moon orbits the Earth with a frequency that is not 24 h) constitutes grounds for doubting the belief that the Moon is always visible in the night sky, it does not actually affect this belief.KEYWORDS: Astronomy educationlunar phenomenastudents’ perceptionspre-service teachers’ perceptionsMoon in the night sky Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe authors report that the study met the ethics/ human subject requirements of the National and Kapodistrian University’s Department of Early Childhood Education (https://www.ecd.uoa.gr/deontologia-erevnas/ – in Greek).Parents’ or guardian’s verbal informed concern has been obtained for all under-aged participants of the study, as required by NKUA’s code of ethics for educational research/ research with under-aged subjects. (http://www.ehr.ecd.uoa.gr – in Greek).
{"title":"Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night","authors":"Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, Ioannis Starakis","doi":"10.1080/09669760.2023.2278468","DOIUrl":"https://doi.org/10.1080/09669760.2023.2278468","url":null,"abstract":"ABSTRACTThe present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the frequency of the Moon's appearance in the night sky. Τhe sample consisted of 15 people from each population group. Semi-structured interviews were conducted to collect the data. Data analysis suggests that the vast majority of both population groups consider the presence of the Moon in the celestial dome to be indicative of the night. Furthermore, when the relevant questions are asked independent of the need to explain other phenomena, the participants usually respond with the tautological statement that they can always see the Moon at night because it is night. The research also revealed that although knowledge which is acquired over time from: (a) observational data (e.g. the periodicity of the Moon’s Apparent Motion is not 24 h), and (b) school/extracurricular activities (e.g. the Moon orbits the Earth with a frequency that is not 24 h) constitutes grounds for doubting the belief that the Moon is always visible in the night sky, it does not actually affect this belief.KEYWORDS: Astronomy educationlunar phenomenastudents’ perceptionspre-service teachers’ perceptionsMoon in the night sky Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe authors report that the study met the ethics/ human subject requirements of the National and Kapodistrian University’s Department of Early Childhood Education (https://www.ecd.uoa.gr/deontologia-erevnas/ – in Greek).Parents’ or guardian’s verbal informed concern has been obtained for all under-aged participants of the study, as required by NKUA’s code of ethics for educational research/ research with under-aged subjects. (http://www.ehr.ecd.uoa.gr – in Greek).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/09669760.2023.2271503
Carol-Ann O’Síoráin, Margaret Kernan, Fíona McArdle
In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the ‘Aistear hour’. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult ‘hijacking’ of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms.
{"title":"Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools","authors":"Carol-Ann O’Síoráin, Margaret Kernan, Fíona McArdle","doi":"10.1080/09669760.2023.2271503","DOIUrl":"https://doi.org/10.1080/09669760.2023.2271503","url":null,"abstract":"In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the ‘Aistear hour’. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult ‘hijacking’ of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/09669760.2023.2269978
Mehmet Ceylan, Durmuş Aslan
ABSTRACTThis study aimed to investigate 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. For this purpose, an Early Measurement Assessment Tool (EMAT) was developed for Turkish-speaking children and validated with the multi-dimensional item response theory (MIRT). The EMAT was developed based on Learning Trajectories (LTs). Psychometric properties of the EMAT were reported. The MIRT analysis indicated that the best-fitting model was the one-dimensional two-parameter logistic model (1D2PL) considering the M2 statistics and fit indices. The study revealed that the EMAT was a psychometrically valid and reliable instrument to assess 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. Therefore, it could be useful to identify and support low-performing children in early childhood. In addition, the study extended prior finding that LTs are a good framework for assessment development.KEYWORDS: learning trajectoriesmeasurementearly childhood mathematiclengthareavolume AcknowledgementsThis study was part of the first author’s dissertation. We wish to thank committee members Yaşare Aktaş Arnas and Kamuran Tarım for the advice they provided throughout the study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 P represents the probability of the response; U is the score on the test item for a particular person. θ is the single parameter that describes the characteristics of the person; ai is the parameter related to the maximum slope of the item characteristic curve; di is the intercept term which is scalar; e is the base of natural logarithms.
{"title":"Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool","authors":"Mehmet Ceylan, Durmuş Aslan","doi":"10.1080/09669760.2023.2269978","DOIUrl":"https://doi.org/10.1080/09669760.2023.2269978","url":null,"abstract":"ABSTRACTThis study aimed to investigate 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. For this purpose, an Early Measurement Assessment Tool (EMAT) was developed for Turkish-speaking children and validated with the multi-dimensional item response theory (MIRT). The EMAT was developed based on Learning Trajectories (LTs). Psychometric properties of the EMAT were reported. The MIRT analysis indicated that the best-fitting model was the one-dimensional two-parameter logistic model (1D2PL) considering the M2 statistics and fit indices. The study revealed that the EMAT was a psychometrically valid and reliable instrument to assess 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. Therefore, it could be useful to identify and support low-performing children in early childhood. In addition, the study extended prior finding that LTs are a good framework for assessment development.KEYWORDS: learning trajectoriesmeasurementearly childhood mathematiclengthareavolume AcknowledgementsThis study was part of the first author’s dissertation. We wish to thank committee members Yaşare Aktaş Arnas and Kamuran Tarım for the advice they provided throughout the study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 P represents the probability of the response; U is the score on the test item for a particular person. θ is the single parameter that describes the characteristics of the person; ai is the parameter related to the maximum slope of the item characteristic curve; di is the intercept term which is scalar; e is the base of natural logarithms.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142277","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 qualitative study contributes theorised and empirically enriched insights from local practices into children’s agency. The authors trace a converging interest in multimodal literacies, postcolonial philosophies and early childhood pedagogy to document and critically engage with children’s agency in stories experienced by Malawian children in their primary schools. Agency is understood as the identities that children assign to their stories and understandings of self [Pahl, K. and Rowsell, J., 2012. Literacy and education (2nd edition), London: SAGE Publications]. Interviews with twenty-five children and two teachers from two primary schools in semi-urban Malawi and drawings from 49 children were analysed using the Sense-making Method [Weick 1995. Sensemaking in Organizations. Vol. 3. Sage]. Children’s drawings and interviews revealed children’s positive portrayals of collective agency in contexts typically associated with subdued identities (domestic chores). Gendered, age-restricted and otherwise limited agency in orchestrating diverse stories in the classroom were explicit in the teachers’ accounts. The discussion imbues contemporary early childhood studies with a new understanding of children’s agency, as a communal and context-dependent phenomenon.
这一定性研究为当地儿童机构的实践提供了理论和经验丰富的见解。作者对多模态文学、后殖民哲学和早期儿童教育学的兴趣趋同，以记录和批判性地参与马拉维儿童在小学经历的故事。代理被理解为儿童赋予他们的故事和自我理解的身份[Pahl, K. and Rowsell, J.， 2012]。扫盲与教育(第二版)，伦敦:SAGE出版社]。对马拉维半城市的两所小学的25名儿童和2名教师的访谈和49名儿童的绘画使用意义制造方法进行了分析[Weick 1995]。组织中的意义制造。卷。3。Sage)。儿童的绘画和访谈揭示了儿童在通常与柔和身份(家务)相关的环境中对集体代理的积极描绘。在教师的叙述中，性别、年龄限制和其他方面在编排课堂上不同故事方面的有限代理都是明确的。这一讨论为当代幼儿研究注入了对儿童代理的新理解，儿童代理是一种公共的和情境依赖的现象。
{"title":"Rethinking agency in literacies: Malawian children’s and teachers’ perspectives","authors":"Natalia Kucirkova, Lucy Rodriguez-Leon, Neema Mwenda Chinula","doi":"10.1080/09669760.2023.2261488","DOIUrl":"https://doi.org/10.1080/09669760.2023.2261488","url":null,"abstract":"This qualitative study contributes theorised and empirically enriched insights from local practices into children’s agency. The authors trace a converging interest in multimodal literacies, postcolonial philosophies and early childhood pedagogy to document and critically engage with children’s agency in stories experienced by Malawian children in their primary schools. Agency is understood as the identities that children assign to their stories and understandings of self [Pahl, K. and Rowsell, J., 2012. Literacy and education (2nd edition), London: SAGE Publications]. Interviews with twenty-five children and two teachers from two primary schools in semi-urban Malawi and drawings from 49 children were analysed using the Sense-making Method [Weick 1995. Sensemaking in Organizations. Vol. 3. Sage]. Children’s drawings and interviews revealed children’s positive portrayals of collective agency in contexts typically associated with subdued identities (domestic chores). Gendered, age-restricted and otherwise limited agency in orchestrating diverse stories in the classroom were explicit in the teachers’ accounts. The discussion imbues contemporary early childhood studies with a new understanding of children’s agency, as a communal and context-dependent phenomenon.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1080/09669760.2023.2259953
L. Ang, H. du Preez, A. du Plessis, L. Basson, L. Ebersöhn, Q. Gu
This paper examines how early childhood and primary schools can be constructed as enabling spaces to improve the learning and well-being of children aged six to nine who live in multidimensionally poor, low-resourced rural communities in South Africa. Quality early childhood development and education (ECDE) can be the catalyst to break the cycle of poverty for many young children in rural areas. A systematic review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flowchart. A comprehensive search strategy using electronic databases and hand searches systematically whittled down an initial database of 30,080 articles to 16 articles for this study. A thematic analysis identified enablers and constraints for supporting children’s learning and well-being across three themes: (1) infrastructure, educational resources and child agency (2) initial teacher education (ITE) and (3) socioeconomic status. The findings and discussion highlight child agency as an enabler to learning and well-being and the structural and pedagogical challenges of implementing ITE curricula specific to rural educational contexts.
{"title":"The role of early childhood development and education (ECDE) in supporting learning and well-being in rural early childhood and primary schools in South Africa","authors":"L. Ang, H. du Preez, A. du Plessis, L. Basson, L. Ebersöhn, Q. Gu","doi":"10.1080/09669760.2023.2259953","DOIUrl":"https://doi.org/10.1080/09669760.2023.2259953","url":null,"abstract":"This paper examines how early childhood and primary schools can be constructed as enabling spaces to improve the learning and well-being of children aged six to nine who live in multidimensionally poor, low-resourced rural communities in South Africa. Quality early childhood development and education (ECDE) can be the catalyst to break the cycle of poverty for many young children in rural areas. A systematic review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flowchart. A comprehensive search strategy using electronic databases and hand searches systematically whittled down an initial database of 30,080 articles to 16 articles for this study. A thematic analysis identified enablers and constraints for supporting children’s learning and well-being across three themes: (1) infrastructure, educational resources and child agency (2) initial teacher education (ITE) and (3) socioeconomic status. The findings and discussion highlight child agency as an enabler to learning and well-being and the structural and pedagogical challenges of implementing ITE curricula specific to rural educational contexts.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740542","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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