Pub Date : 2023-04-09DOI: 10.1080/09669760.2023.2197782
Isabel María Gómez-Barreto, Sonia Lara, Ruth Pinedo-González
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Pub Date : 2023-04-03DOI: 10.1080/09669760.2022.2079075
I. Pramling Samuelsson, Camilla Björklund
ABSTRACT Play is considered an important aspect of Early Childhood Education and Care. However, the relationship between play and learning is often taken for granted both in research and praxis. In this article, we study our own research group’s empirical work over a 40-year period, and how we have used the concepts of play and learning. We observed that how the relation between play and learning has been conceptualised, have gone through changes during this period in a number of ways, in line with other research, influenced by policy, and theorised grounded in empirical studies towards what is called Developmental Pedagogy. Children’s perspectives and teacher’s sensitivity and responsiveness have been important features of the process of developing the preschool pedagogy in which play and learning are central. The relationship between play and learning are conceptualised differently, at the same time as the content (sometimes called curriculum in the English-speaking world) are equally important in the early as well as latest steps of this development in research.
{"title":"The relation of play and learning empirically studied and conceptualised","authors":"I. Pramling Samuelsson, Camilla Björklund","doi":"10.1080/09669760.2022.2079075","DOIUrl":"https://doi.org/10.1080/09669760.2022.2079075","url":null,"abstract":"ABSTRACT Play is considered an important aspect of Early Childhood Education and Care. However, the relationship between play and learning is often taken for granted both in research and praxis. In this article, we study our own research group’s empirical work over a 40-year period, and how we have used the concepts of play and learning. We observed that how the relation between play and learning has been conceptualised, have gone through changes during this period in a number of ways, in line with other research, influenced by policy, and theorised grounded in empirical studies towards what is called Developmental Pedagogy. Children’s perspectives and teacher’s sensitivity and responsiveness have been important features of the process of developing the preschool pedagogy in which play and learning are central. The relationship between play and learning are conceptualised differently, at the same time as the content (sometimes called curriculum in the English-speaking world) are equally important in the early as well as latest steps of this development in research.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"309 - 323"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45820752","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 : 2023-04-03DOI: 10.1080/09669760.2023.2202929
Lorna Arnott
Many scholars discuss the role of play in early childhood education and the notion that play is the child’s vehicle for learning (Bodrova and Leong 2015). The justification for this is partly due to the power of play to engage children in the process of learning; it creates dispositions for intrinsic learning which are self-motivating and inherently rewarding. Play-based learning is often positioned as an approach to overcome the lack of motivation to learn which can be caused by schools if they impose mechanisms which Bruner (1966, 127) suggests ‘fail to enlist the natural energies that sustain spontaneous learning’. As a result, play is thought to alleviate the potential for learning to be mundane, tedious, or repetitive because children see play as exciting and fun. These positive dispositions associated with play stem from children’s familiarity with playing – a process which is typically engrained in childhood by parents and caregivers from birth – creating a sense of control and ownership for children to direct their actions and experiences, or to exhibit control over others in certain play situations (Corsaro and Eder 1990). Play, however, has not always been the solution to obstacles in children’s learning. While play is a useful or familiar term to encompass many elements of pedagogy, the terminology of structuring or planning play specifically for learning can often cause challenges, particularly in relation to the adult’s role in the process (Wood 2010). The fact that play is variously defined and debated (Howard 2017) leads to uncertainty amongst educators about how best to facilitate play experiences to optimise learning potential. Furthermore, play definitions are sometimes met with criticism, particularly when exploring ‘pure play’ versus ‘structured play’. Its self-directed intrinsically motivated nature is brought into question when considering adult-led play experiences, for example. In general, divergent ideologies occur where child-centred versus institutionally structured play, bound by regulations and curriculum, occur (Canning 2020) fuelling the complexity for supporting children’s learning through play. The debates about what play is, or is not, can create roadblocks to confidently scaffolding learning experiences for children. Yet play is not the only mechanism through which pedagogy can be developed, planned and experienced and a potential solution to this dilemma is to adopt broader explorations of pedagogy, which focus on harnessing the key positive contributions that play makes to children’s learning – for example, engagement and intrinsic motivation. Developing plans for pedagogy around these concepts may offer a new potential in leading children’s learning. In response to the above raised concerns about play-based pedagogy, I propose a focus on fun, adventure, excitement and creativity as some indicators of intrinsic motivation and engagement in children’s learning experiences and as a more observable and less conte
{"title":"Play, adventure and creativity: unearthing the excitement and fun of learning","authors":"Lorna Arnott","doi":"10.1080/09669760.2023.2202929","DOIUrl":"https://doi.org/10.1080/09669760.2023.2202929","url":null,"abstract":"Many scholars discuss the role of play in early childhood education and the notion that play is the child’s vehicle for learning (Bodrova and Leong 2015). The justification for this is partly due to the power of play to engage children in the process of learning; it creates dispositions for intrinsic learning which are self-motivating and inherently rewarding. Play-based learning is often positioned as an approach to overcome the lack of motivation to learn which can be caused by schools if they impose mechanisms which Bruner (1966, 127) suggests ‘fail to enlist the natural energies that sustain spontaneous learning’. As a result, play is thought to alleviate the potential for learning to be mundane, tedious, or repetitive because children see play as exciting and fun. These positive dispositions associated with play stem from children’s familiarity with playing – a process which is typically engrained in childhood by parents and caregivers from birth – creating a sense of control and ownership for children to direct their actions and experiences, or to exhibit control over others in certain play situations (Corsaro and Eder 1990). Play, however, has not always been the solution to obstacles in children’s learning. While play is a useful or familiar term to encompass many elements of pedagogy, the terminology of structuring or planning play specifically for learning can often cause challenges, particularly in relation to the adult’s role in the process (Wood 2010). The fact that play is variously defined and debated (Howard 2017) leads to uncertainty amongst educators about how best to facilitate play experiences to optimise learning potential. Furthermore, play definitions are sometimes met with criticism, particularly when exploring ‘pure play’ versus ‘structured play’. Its self-directed intrinsically motivated nature is brought into question when considering adult-led play experiences, for example. In general, divergent ideologies occur where child-centred versus institutionally structured play, bound by regulations and curriculum, occur (Canning 2020) fuelling the complexity for supporting children’s learning through play. The debates about what play is, or is not, can create roadblocks to confidently scaffolding learning experiences for children. Yet play is not the only mechanism through which pedagogy can be developed, planned and experienced and a potential solution to this dilemma is to adopt broader explorations of pedagogy, which focus on harnessing the key positive contributions that play makes to children’s learning – for example, engagement and intrinsic motivation. Developing plans for pedagogy around these concepts may offer a new potential in leading children’s learning. In response to the above raised concerns about play-based pedagogy, I propose a focus on fun, adventure, excitement and creativity as some indicators of intrinsic motivation and engagement in children’s learning experiences and as a more observable and less conte","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"236 ","pages":"305 - 308"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316453","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 : 2023-03-12DOI: 10.1080/09669760.2023.2186837
K. Fábián, Frances Edwards
{"title":"Ngā Akoranga pai o te Tuhinga Pūrākau. Lessons from the heart of Learning Stories","authors":"K. Fábián, Frances Edwards","doi":"10.1080/09669760.2023.2186837","DOIUrl":"https://doi.org/10.1080/09669760.2023.2186837","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786608","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 : 2023-01-23DOI: 10.1080/09669760.2023.2168520
Cuiping Niu
ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centred and play-based approach to teaching and learning. In order to implement the requirements, many kindergartens in China have carried out the play-based kindergarten curriculum reform. Among them, there are three successful trial cases in China on putting play as the core and base activity in kindergarten. They are Anji play in Zhejiang province (south east China), Lijin play in Shandong Province (east China) and Gamification of the curriculum in Jiangsu Province (east China). All the kindergartens there whether private or public start to change the old group teaching and return play to young children. The similarities of three play modes are: open and constantly changing play environment, adequate play time, multiple teachers’ roles and child-centred play evaluation. Play-based curriculum in these three cases are top-down reform, which is the most effective way in China.
{"title":"Research on play-based kindergarten curriculum reform in China: based on the analysis of three typical play modes","authors":"Cuiping Niu","doi":"10.1080/09669760.2023.2168520","DOIUrl":"https://doi.org/10.1080/09669760.2023.2168520","url":null,"abstract":"ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centred and play-based approach to teaching and learning. In order to implement the requirements, many kindergartens in China have carried out the play-based kindergarten curriculum reform. Among them, there are three successful trial cases in China on putting play as the core and base activity in kindergarten. They are Anji play in Zhejiang province (south east China), Lijin play in Shandong Province (east China) and Gamification of the curriculum in Jiangsu Province (east China). All the kindergartens there whether private or public start to change the old group teaching and return play to young children. The similarities of three play modes are: open and constantly changing play environment, adequate play time, multiple teachers’ roles and child-centred play evaluation. Play-based curriculum in these three cases are top-down reform, which is the most effective way in China.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"401 - 418"},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321205","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 : 2023-01-04DOI: 10.1080/09669760.2022.2164258
C. Kalaitzi, Spiros Panos
ABSTRACT This paper aims to investigate to what extent preschoolers' narrative speech can be affected by the combined use of five narrative elements: narrative framing, narrative basic structure, intertextual hero, plot subversion and image–text interaction. It presents an intervention aiming to teach these elements to an experimental group of preschoolers, while a control group followed the regular curriculum. A novel evaluation tool, P.R.O.S.E, was designed to evaluate the level of the five elements' comprehension and use and applied to both groups. To assure regularity and homogeneity, the differences in performance were evaluated by the mixed-design two-way RM-ANOVA analysis. The performance of the experimental group after the intervention confirmed that the combined use of narrative elements can lead to the production of contemporary narrative types by 5–6-year-old children. Statistical analysis showed a notable differentiation of performance after the use of combined narrative elements. The empirical observation validates practices aiming at the development of narrative skill at preschool age, such as the particular teaching intervention which showed that 5–6-year-old children are capable of combining narrative elements in their narrative speech.
{"title":"Developing narrative performance of 5–6-year-old children through combined use of narrative elements in their speech","authors":"C. Kalaitzi, Spiros Panos","doi":"10.1080/09669760.2022.2164258","DOIUrl":"https://doi.org/10.1080/09669760.2022.2164258","url":null,"abstract":"ABSTRACT This paper aims to investigate to what extent preschoolers' narrative speech can be affected by the combined use of five narrative elements: narrative framing, narrative basic structure, intertextual hero, plot subversion and image–text interaction. It presents an intervention aiming to teach these elements to an experimental group of preschoolers, while a control group followed the regular curriculum. A novel evaluation tool, P.R.O.S.E, was designed to evaluate the level of the five elements' comprehension and use and applied to both groups. To assure regularity and homogeneity, the differences in performance were evaluated by the mixed-design two-way RM-ANOVA analysis. The performance of the experimental group after the intervention confirmed that the combined use of narrative elements can lead to the production of contemporary narrative types by 5–6-year-old children. Statistical analysis showed a notable differentiation of performance after the use of combined narrative elements. The empirical observation validates practices aiming at the development of narrative skill at preschool age, such as the particular teaching intervention which showed that 5–6-year-old children are capable of combining narrative elements in their narrative speech.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"688 - 707"},"PeriodicalIF":1.9,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634949","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 : 2023-01-03DOI: 10.1080/09669760.2022.2164259
P. Hamilton, Rhyannon Dynes
ABSTRACT This study, based on interpretative phenomenological methodology, examines the influence Disney media and merchandise may have on children’s understandings of gender. Although there are various studies in this area, most focus on the Disney Princesses’ effects on girls’ gender development and few directly elicit the views of both girls and boys (Golden and Jacoby 2018). The current study attempts to address this gap by investigating how girls and boys, aged five to eight years, interpret messages circulated by Disney to make sense of the gendered norms and roles of its characters. Participatory visual methods used were a draw and talk exercise and an image-values line activity. Critical discourse analysis identified two key gender discourses: physical appearance and gendered behaviours, with children’s exclusionary binary opinions core to both. However, both boys and girls valued the more active traits portrayed by the contemporary princesses. Through adopting a feminist poststructuralist lens, this study contributes to the existing body of knowledge that informs of ways to deconstruct stereotypes with children to promote positive gender development in childhood.
本研究基于解释性现象学方法，探讨迪士尼媒体和商品可能对儿童性别理解的影响。尽管在这一领域有各种各样的研究，但大多数研究都集中在迪士尼公主对女孩性别发展的影响上，很少直接引出女孩和男孩的观点(Golden and Jacoby 2018)。目前的研究试图通过调查5至8岁的女孩和男孩如何解读迪士尼传播的信息来理解性别规范和角色，从而解决这一差距。参与式视觉方法采用绘画和谈话练习和图像价值线活动。批判性话语分析确定了两个关键的性别话语:外表和性别行为，儿童排斥的二元观点是两者的核心。然而，男孩和女孩都重视当代公主所表现出的更积极的特征。通过采用女权主义后结构主义的视角，本研究有助于现有的知识体系，为解构儿童刻板印象以促进儿童积极的性别发展提供途径。
{"title":"From ‘tiaras and twirls’ to ‘action and adventure’. Eliciting children’s gendered perceptions of Disney characters through participatory visual methodology","authors":"P. Hamilton, Rhyannon Dynes","doi":"10.1080/09669760.2022.2164259","DOIUrl":"https://doi.org/10.1080/09669760.2022.2164259","url":null,"abstract":"ABSTRACT This study, based on interpretative phenomenological methodology, examines the influence Disney media and merchandise may have on children’s understandings of gender. Although there are various studies in this area, most focus on the Disney Princesses’ effects on girls’ gender development and few directly elicit the views of both girls and boys (Golden and Jacoby 2018). The current study attempts to address this gap by investigating how girls and boys, aged five to eight years, interpret messages circulated by Disney to make sense of the gendered norms and roles of its characters. Participatory visual methods used were a draw and talk exercise and an image-values line activity. Critical discourse analysis identified two key gender discourses: physical appearance and gendered behaviours, with children’s exclusionary binary opinions core to both. However, both boys and girls valued the more active traits portrayed by the contemporary princesses. Through adopting a feminist poststructuralist lens, this study contributes to the existing body of knowledge that informs of ways to deconstruct stereotypes with children to promote positive gender development in childhood.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"482 - 501"},"PeriodicalIF":1.9,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43357534","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 : 2023-01-02DOI: 10.1080/09669760.2023.2178746
J. Murray
Change occurs in young children’s lives as a matter of course. Healthy children grow and develop (Berk 2012). They make multiple horizontal transitions daily, for example moving from mealtime to play, and navigate major vertical transitions, such as starting school (Kagan and Neuman 1998). Children experience changes to their routines at home when their parents make adaptations to working practices (Kim 2020; Snyder et al. 2021), and they experience new approaches to curriculum and pedagogy at first hand in their settings (Manning, Thirumurthy, and Field 2012; Murray 2017; Yang et al. 2022). When educators leave early childhood education (ECE) settings, it is children who must adjust to new educators. Whilst ECE educators may move to new settings for their professional development in strong workforce systems, in weaker systems educators’ dissatisfaction results in the ECE workforce attrition that results in change for children (Nutbrown 2021). War wreaks havoc in children’s lives, often displacing them from their homes and the carers and educators they know (Korp and Stretmo 2020). In recent decades, the pace and variety of change in young children’s environments, including their experiences of ECE, have increased exponentially, affecting young children’s lives in many different ways (Clark 2022). While young children appreciate novel experiences (Murray 2022), they also thrive on continuity and routine (Clark 2022; Zigler and Kagan 1982). Balance may therefore be important. In this short critique of some of the shifting landscapes in ECE, I discuss ways the field is transforming at the macro-policy level, before considering some of the changes experienced by children and adults who care for them. The focus of this editorial on ’Shifting Landscapes in Early Childhood Education’ was inspired by the articles included in this issue of International Journal of Early Years Education. Each addresses one of four shifting landscapes in the ECE field: transformations in early childhood policy and provision, transitioning between locations in early childhood, young children’s encounters with illness or death, and innovations with digital technologies in the early years.
{"title":"Shifting landscapes in early childhood education","authors":"J. Murray","doi":"10.1080/09669760.2023.2178746","DOIUrl":"https://doi.org/10.1080/09669760.2023.2178746","url":null,"abstract":"Change occurs in young children’s lives as a matter of course. Healthy children grow and develop (Berk 2012). They make multiple horizontal transitions daily, for example moving from mealtime to play, and navigate major vertical transitions, such as starting school (Kagan and Neuman 1998). Children experience changes to their routines at home when their parents make adaptations to working practices (Kim 2020; Snyder et al. 2021), and they experience new approaches to curriculum and pedagogy at first hand in their settings (Manning, Thirumurthy, and Field 2012; Murray 2017; Yang et al. 2022). When educators leave early childhood education (ECE) settings, it is children who must adjust to new educators. Whilst ECE educators may move to new settings for their professional development in strong workforce systems, in weaker systems educators’ dissatisfaction results in the ECE workforce attrition that results in change for children (Nutbrown 2021). War wreaks havoc in children’s lives, often displacing them from their homes and the carers and educators they know (Korp and Stretmo 2020). In recent decades, the pace and variety of change in young children’s environments, including their experiences of ECE, have increased exponentially, affecting young children’s lives in many different ways (Clark 2022). While young children appreciate novel experiences (Murray 2022), they also thrive on continuity and routine (Clark 2022; Zigler and Kagan 1982). Balance may therefore be important. In this short critique of some of the shifting landscapes in ECE, I discuss ways the field is transforming at the macro-policy level, before considering some of the changes experienced by children and adults who care for them. The focus of this editorial on ’Shifting Landscapes in Early Childhood Education’ was inspired by the articles included in this issue of International Journal of Early Years Education. Each addresses one of four shifting landscapes in the ECE field: transformations in early childhood policy and provision, transitioning between locations in early childhood, young children’s encounters with illness or death, and innovations with digital technologies in the early years.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"1 - 9"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44994693","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 : 2023-01-02DOI: 10.1080/09669760.2022.2163883
Bilha Paryente, Yael Barak Levy
ABSTRACT The aim of this grounded theory study was to understand parents’ emotions and coping strategies regarding their child’s initial placement in an Israeli special education kindergarten. Proper placement is essential to effectively support children with developmental disabilities (DD), yet parents tend to approach assessment procedures with dread. Semi-structured in-depth interviews were held with 60 parents of children with DD (ages 4-6) who underwent placement procedures in the previous two years. Qualitative content analysis revealed three themes: external emotions of worry about the future, shame, fear of stigma, and trust issues towards professional staff; internal coping strategies of rationalisation and denial; external coping strategies of concealment and search for help. Findings revealed parents’ emotions were directed towards their surroundings, whilst coping strategies were directed both inwards and outwards. Therefore, the majority of the parents’ emotions and coping strategies focused on external social aspects. This in-depth understanding of parents’ reactions to the placement process may help educational staff focus their support on external attributes, thereby strengthening the staff-parent partnership and easing the entry process of children with DD into special education kindergartens.
{"title":"Parents’ reactions to their child’s placement in special-education kindergartens: a grounded theory study in Israel","authors":"Bilha Paryente, Yael Barak Levy","doi":"10.1080/09669760.2022.2163883","DOIUrl":"https://doi.org/10.1080/09669760.2022.2163883","url":null,"abstract":"ABSTRACT The aim of this grounded theory study was to understand parents’ emotions and coping strategies regarding their child’s initial placement in an Israeli special education kindergarten. Proper placement is essential to effectively support children with developmental disabilities (DD), yet parents tend to approach assessment procedures with dread. Semi-structured in-depth interviews were held with 60 parents of children with DD (ages 4-6) who underwent placement procedures in the previous two years. Qualitative content analysis revealed three themes: external emotions of worry about the future, shame, fear of stigma, and trust issues towards professional staff; internal coping strategies of rationalisation and denial; external coping strategies of concealment and search for help. Findings revealed parents’ emotions were directed towards their surroundings, whilst coping strategies were directed both inwards and outwards. Therefore, the majority of the parents’ emotions and coping strategies focused on external social aspects. This in-depth understanding of parents’ reactions to the placement process may help educational staff focus their support on external attributes, thereby strengthening the staff-parent partnership and easing the entry process of children with DD into special education kindergartens.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"200 - 215"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747557","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 : 2022-11-16DOI: 10.1080/09669760.2022.2137781
J. O’Sullivan
ABSTRACT Much home learning research explores the benefits from the perspectives of the child or staff. Less is written about how parent’s view home learning. This became more noticeable recently when nurseries closed because of Covid-19 lockdown. Staff had to design digital home learning activities at speed to help parents support their children’s learning and development while maintaining their relationships with parents. However, we realised we did not know enough about what parents would find helpful and decided to seek their views to categorise their perspectives of home learning and therefore provide more relevant home learning. This paper records a small-scale explorative study in a group of 9 London nurseries where using ethnographic interviews, we sought the views of 15 sets of parents. The study presented some early evidence that parent’s views of home learning can be categorised and suggests an emerging typology made from four groups of parents whose views of home learning reflect their levels of confidence and experience but for some, their views appear to be filtered through the current public debate in England about school readiness.
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