Pub Date : 2023-04-17DOI: 10.1080/1350293X.2023.2201712
Anna Rantala, Mia Heikkilä
ABSTRACT The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.
{"title":"The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents","authors":"Anna Rantala, Mia Heikkilä","doi":"10.1080/1350293X.2023.2201712","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2201712","url":null,"abstract":"ABSTRACT The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"811 - 825"},"PeriodicalIF":2.3,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59704939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/1350293X.2023.2200018
Wing-kai Fung, K. Chung
ABSTRACT This study examined the interrelationships among playfulness, prosocial skills, and school readiness of Hong Kong kindergarten children across time. Participants were 106 local children (55.6% boys, mean age = 60.0 months) and their parents and teachers. At time 1, parents reported their child’s age, gender, and playfulness. Six months later at time 2, teachers reported children’s prosocial skills and school readiness. The structural equation model revealed that children’s playfulness at time 1 significantly predicted their prosocial skills at time 2, and that their prosocial skills and school readiness at time 2 were positively associated. The indirect relationship between playfulness and school readiness as mediated through prosocial skills was significant, whereas the direct relationship was non-significant. These findings suggest that children’s playfulness may contribute to school readiness by fostering prosocial skills. Practically, results highlight the utility of promoting children’s playfulness and prosocial skills to support their formal school transition.
{"title":"Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness","authors":"Wing-kai Fung, K. Chung","doi":"10.1080/1350293X.2023.2200018","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2200018","url":null,"abstract":"ABSTRACT This study examined the interrelationships among playfulness, prosocial skills, and school readiness of Hong Kong kindergarten children across time. Participants were 106 local children (55.6% boys, mean age = 60.0 months) and their parents and teachers. At time 1, parents reported their child’s age, gender, and playfulness. Six months later at time 2, teachers reported children’s prosocial skills and school readiness. The structural equation model revealed that children’s playfulness at time 1 significantly predicted their prosocial skills at time 2, and that their prosocial skills and school readiness at time 2 were positively associated. The indirect relationship between playfulness and school readiness as mediated through prosocial skills was significant, whereas the direct relationship was non-significant. These findings suggest that children’s playfulness may contribute to school readiness by fostering prosocial skills. Practically, results highlight the utility of promoting children’s playfulness and prosocial skills to support their formal school transition.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"797 - 810"},"PeriodicalIF":2.3,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-05DOI: 10.1080/1350293X.2023.2195675
Wilfried Smidt, Eva-Maria Embacher
ABSTRACT Many studies have found associations between structural characteristics and interaction quality of children in ECEC settings. However, findings are inconsistent and since previous research has been conducted outside Austria, transferability to the Austrian country context is limited. By addressing this gap, the study aims to identify relations between structural characteristics and interaction quality (measured with the Individualized Classroom Assessment Scoring System, inCLASS) of 161 three- and four-year-old children from 55 preschools in Austria. After including control variables, main findings revealed positive relations between adequate equipment and teacher interactions and negative relations between child-staff ratio, proportion of children with immigration background per preschool class, preschool teachers’ work experience and peer interactions. Preschool teachers’ job security was positively related to task orientation and poorer child-staff ratio corresponded with more conflict interactions. Higher work experience led to fewer conflict interactions. The results indicate that specific structural characteristics are associated with a higher interaction quality in preschools in Austria.
{"title":"The importance of structural characteristics for interaction quality in Austrian preschools","authors":"Wilfried Smidt, Eva-Maria Embacher","doi":"10.1080/1350293X.2023.2195675","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2195675","url":null,"abstract":"ABSTRACT Many studies have found associations between structural characteristics and interaction quality of children in ECEC settings. However, findings are inconsistent and since previous research has been conducted outside Austria, transferability to the Austrian country context is limited. By addressing this gap, the study aims to identify relations between structural characteristics and interaction quality (measured with the Individualized Classroom Assessment Scoring System, inCLASS) of 161 three- and four-year-old children from 55 preschools in Austria. After including control variables, main findings revealed positive relations between adequate equipment and teacher interactions and negative relations between child-staff ratio, proportion of children with immigration background per preschool class, preschool teachers’ work experience and peer interactions. Preschool teachers’ job security was positively related to task orientation and poorer child-staff ratio corresponded with more conflict interactions. Higher work experience led to fewer conflict interactions. The results indicate that specific structural characteristics are associated with a higher interaction quality in preschools in Austria.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"752 - 771"},"PeriodicalIF":2.3,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/1350293X.2023.2192510
K. Gajek, O. Wysłowska
ABSTRACT In this study, we reconstruct the types of work performed by early childhood education and care (ECEC) professionals working with children up to three years of age from an interactional perspective. The theoretical framework of the investigation is social organization of work defined by Strauss and colleagues in regard to medical sector. Analysis of thematic narrative interviews with caregivers focusing on their interactions with children and their parents revealed six types of interactional work carried out by caregivers: information work, relation work, emotion work, safety work, child development work and professional identity work. Dilemmas inscribed in each type of work are discussed in reference to potential practical and policy implications.
{"title":"The types of work of early childhood education and care professionals: an interactive perspective","authors":"K. Gajek, O. Wysłowska","doi":"10.1080/1350293X.2023.2192510","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2192510","url":null,"abstract":"ABSTRACT In this study, we reconstruct the types of work performed by early childhood education and care (ECEC) professionals working with children up to three years of age from an interactional perspective. The theoretical framework of the investigation is social organization of work defined by Strauss and colleagues in regard to medical sector. Analysis of thematic narrative interviews with caregivers focusing on their interactions with children and their parents revealed six types of interactional work carried out by caregivers: information work, relation work, emotion work, safety work, child development work and professional identity work. Dilemmas inscribed in each type of work are discussed in reference to potential practical and policy implications.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"678 - 690"},"PeriodicalIF":2.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48762475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-22DOI: 10.1080/1350293X.2023.2191208
Elizabeth Rouse, R. Garner, Maria Nicholas
ABSTRACT Despite a focus on successful transitions to school, transition to School Aged Care (SAC) has largely been overlooked. This paper shares insights into transition programs provided for children commencing in SAC, at or close to their transition to school. Educators working in SAC programs in Victoria, Australia, participated in an online survey exploring their practices, beliefs, and understandings regarding children’s transition into SAC in their Foundation year of school. Findings highlighted that whilst transition to SAC should be considered an integral component of a child’s broader transition to school program, very few SAC programs are formally included in the process. Findings also showed that the programs that do offer transition to SAC programs for children commencing their Foundation year of school tend to design and implement these externally to the broader transition-to-school process. Furthermore, SAC educators share a strong consensus that clear integration of transitions into SAC and school should occur.
{"title":"Transition into school-aged care – how do services support children starting school?","authors":"Elizabeth Rouse, R. Garner, Maria Nicholas","doi":"10.1080/1350293X.2023.2191208","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2191208","url":null,"abstract":"ABSTRACT Despite a focus on successful transitions to school, transition to School Aged Care (SAC) has largely been overlooked. This paper shares insights into transition programs provided for children commencing in SAC, at or close to their transition to school. Educators working in SAC programs in Victoria, Australia, participated in an online survey exploring their practices, beliefs, and understandings regarding children’s transition into SAC in their Foundation year of school. Findings highlighted that whilst transition to SAC should be considered an integral component of a child’s broader transition to school program, very few SAC programs are formally included in the process. Findings also showed that the programs that do offer transition to SAC programs for children commencing their Foundation year of school tend to design and implement these externally to the broader transition-to-school process. Furthermore, SAC educators share a strong consensus that clear integration of transitions into SAC and school should occur.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"722 - 738"},"PeriodicalIF":2.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46891260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1080/1350293X.2023.2185650
H. Ebrahim
ABSTRACT Men as equitable non-violent caregivers in early childhood care and development (ECCD) are important for the well-being of children and women. Africa, with its strong traditional and cultural practices, forms an ideal context to explore men’s engagement in ECCD. This article illuminates the entanglements of men’s engagement through a focus on barriers and attempts to effect change. The framing of caring masculinities is used to identify the fault lines and possibilities for men to rework their identities in more affirming ways for ECCD. The data for the study was produced through a literature review and two online workshops with participants from Anglophone and Francophone Africa. The findings show that barriers to men’s engagement include restrictive cultural practices, gatekeeping, and limited state action. Attempts to effect change are influenced by the overall under-development of ECCD as public service and resistant traditional cultures that naturally gravitate towards care as women’s work. Both these dimensions have implications for policy and practice.
{"title":"Complexities of men’s engagement in early childhood care and development in Africa","authors":"H. Ebrahim","doi":"10.1080/1350293X.2023.2185650","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2185650","url":null,"abstract":"ABSTRACT Men as equitable non-violent caregivers in early childhood care and development (ECCD) are important for the well-being of children and women. Africa, with its strong traditional and cultural practices, forms an ideal context to explore men’s engagement in ECCD. This article illuminates the entanglements of men’s engagement through a focus on barriers and attempts to effect change. The framing of caring masculinities is used to identify the fault lines and possibilities for men to rework their identities in more affirming ways for ECCD. The data for the study was produced through a literature review and two online workshops with participants from Anglophone and Francophone Africa. The findings show that barriers to men’s engagement include restrictive cultural practices, gatekeeping, and limited state action. Attempts to effect change are influenced by the overall under-development of ECCD as public service and resistant traditional cultures that naturally gravitate towards care as women’s work. Both these dimensions have implications for policy and practice.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"691 - 704"},"PeriodicalIF":2.3,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-05DOI: 10.1080/1350293X.2023.2184843
Catalina Ulrich Hygum, Erik Hygum
ABSTRACT This study aims at capturing the actual status of policy implementation of ECEC policy in Romania, which entangles not only policy-makers, experts and social actors per se but also a complicated history of crèche as an institution and parenting traditions. Based on both quantitative and qualitative data the study analyses the international, national and local levels of implementation of new ECEC quality goals raising two questions: how do stakeholders (experts, practitioners and parents) define quality in ECEC institutions for children from one to three years, and how do the stakeholders interplay with international quality goals? Using a comparative case study approach (Bartlett, Lesley Erin, and Frances K. Vavrus. 2014. “Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice.” Anthropology and Education Quarterly 45: 131–147; Bartlett, Lesley, and Frances Vavrus. 2017. “Comparative Case Studies: An Innovative Approach.” Nordic Journal of Comparative and International Education (NJCIE) 1 (1)) the study reflects on the perceptions, expectations and negotiations of quality from the stakeholder’s point of view. The study shows, how experts orient towards international criteria, whereas practitioners orient themselves towards the parent. The study also shows that children’s perspective is absent for all stakeholders.
本研究旨在捕捉罗马尼亚ECEC政策实施的实际状况，这不仅涉及政策制定者、专家和社会行为者本身，还涉及cr作为一种制度和养育传统的复杂历史。基于定量和定性数据，本研究分析了国际、国家和地方各级实施新的ECEC质量目标的情况，提出了两个问题:利益相关者(专家、从业者和家长)如何定义1至3岁儿童ECEC机构的质量，以及利益相关者如何与国际质量目标相互作用?采用比较案例研究方法(Bartlett, Lesley Erin和Frances K. Vavrus, 2014)。“横向纵向个案研究:教育政策作为实践研究的方法论方法”人类学与教育季刊45:131-147;Bartlett, Lesley和Frances Vavrus, 2017。比较案例研究:一种创新方法。北欧比较与国际教育杂志(NJCIE) 1(1))的研究反映了从利益相关者的角度对质量的看法、期望和谈判。该研究显示，专家如何以国际标准为导向，而从业者如何以父母为导向。该研究还表明，所有利益相关者都没有考虑到儿童的观点。
{"title":"Mind the crèche! Controversial perspectives on the educational quality of Romanian crèches","authors":"Catalina Ulrich Hygum, Erik Hygum","doi":"10.1080/1350293X.2023.2184843","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2184843","url":null,"abstract":"ABSTRACT This study aims at capturing the actual status of policy implementation of ECEC policy in Romania, which entangles not only policy-makers, experts and social actors per se but also a complicated history of crèche as an institution and parenting traditions. Based on both quantitative and qualitative data the study analyses the international, national and local levels of implementation of new ECEC quality goals raising two questions: how do stakeholders (experts, practitioners and parents) define quality in ECEC institutions for children from one to three years, and how do the stakeholders interplay with international quality goals? Using a comparative case study approach (Bartlett, Lesley Erin, and Frances K. Vavrus. 2014. “Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice.” Anthropology and Education Quarterly 45: 131–147; Bartlett, Lesley, and Frances Vavrus. 2017. “Comparative Case Studies: An Innovative Approach.” Nordic Journal of Comparative and International Education (NJCIE) 1 (1)) the study reflects on the perceptions, expectations and negotiations of quality from the stakeholder’s point of view. The study shows, how experts orient towards international criteria, whereas practitioners orient themselves towards the parent. The study also shows that children’s perspective is absent for all stakeholders.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"739 - 751"},"PeriodicalIF":2.3,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46908916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/1350293X.2023.2208469
Helen Lyndon
Ethics within the field of early childhood education and care (ECEC) is all-encompassing; it is embedded within the very fabric of our profession, as well as needing specific consideration within our research. The strong connection between practice and research within ECEC is long established and, in my view, ethics sits at the nexus of this. EECERA, since its inception 32 years ago, has championed ethical practices within research, pedagogy and policy with young children. As educators of the youngest within society, our work holds the deepest respect for children, their families and wider communities and we seek inclusion and democracy. As a sector, we support social justice and equality. As researchers with the youngest children, we seek to uphold the same ethical standard and more. We ensure that our research is valuable to the wider sector, reflects multiple voices and has been undertaken with integrity. Specifically, EECERJ champions the work of researchers who listen to the youngest children in our society and this journal has been instrumental in guiding my ethical compass as I undertake research. The EECERA ethical code (Bertram et al. 2015) provides invaluable support through eight ethical principles and specific research practice and publication guidance; this code illustrates the breadth of ethical considerations that should impact and influence a research design. As well as providing support, the EECERA code illustrates the complexity of undertaking research within the ECEC field. Such complexity cannot and should not be underestimated and, where researchers illuminate their ethical decisions and make transparent their research processes, we find that we can all learn from their journey. My understanding of the complexity of ethics continues to grow with every research project and increasingly I find that a flexible and contextual approach is required. This is far removed from my initial view of ethics in my earliest days of post-graduate study. The ethics of research can all too often be reduced to a single form and a checklist of requirements. Whilst I agree that obtaining approval for research to be carried out is an essential element, I believe strongly that an ethical approach stretches far beyond a single statement of intent. An ethical approach to research guides every choice we make from our intent to research to our engagement in dissemination. Ethics permeates the literature we chose to review and our positionality as we research as well as taking its typical place within methodological considerations. Obtaining approval to undertake research is essential, and through the papers within this issue, you will find authors who note where approval was granted. Whilst undeniably important, this aspect of research often becomes problematic for researchers within ECEC as invariably the system of approval will be generic and may not appreciate the complexity of our sector. Children are often viewed as vulnerable and in need of protec
{"title":"Embracing the breadth of ethical complexities in early childhood research","authors":"Helen Lyndon","doi":"10.1080/1350293X.2023.2208469","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2208469","url":null,"abstract":"Ethics within the field of early childhood education and care (ECEC) is all-encompassing; it is embedded within the very fabric of our profession, as well as needing specific consideration within our research. The strong connection between practice and research within ECEC is long established and, in my view, ethics sits at the nexus of this. EECERA, since its inception 32 years ago, has championed ethical practices within research, pedagogy and policy with young children. As educators of the youngest within society, our work holds the deepest respect for children, their families and wider communities and we seek inclusion and democracy. As a sector, we support social justice and equality. As researchers with the youngest children, we seek to uphold the same ethical standard and more. We ensure that our research is valuable to the wider sector, reflects multiple voices and has been undertaken with integrity. Specifically, EECERJ champions the work of researchers who listen to the youngest children in our society and this journal has been instrumental in guiding my ethical compass as I undertake research. The EECERA ethical code (Bertram et al. 2015) provides invaluable support through eight ethical principles and specific research practice and publication guidance; this code illustrates the breadth of ethical considerations that should impact and influence a research design. As well as providing support, the EECERA code illustrates the complexity of undertaking research within the ECEC field. Such complexity cannot and should not be underestimated and, where researchers illuminate their ethical decisions and make transparent their research processes, we find that we can all learn from their journey. My understanding of the complexity of ethics continues to grow with every research project and increasingly I find that a flexible and contextual approach is required. This is far removed from my initial view of ethics in my earliest days of post-graduate study. The ethics of research can all too often be reduced to a single form and a checklist of requirements. Whilst I agree that obtaining approval for research to be carried out is an essential element, I believe strongly that an ethical approach stretches far beyond a single statement of intent. An ethical approach to research guides every choice we make from our intent to research to our engagement in dissemination. Ethics permeates the literature we chose to review and our positionality as we research as well as taking its typical place within methodological considerations. Obtaining approval to undertake research is essential, and through the papers within this issue, you will find authors who note where approval was granted. Whilst undeniably important, this aspect of research often becomes problematic for researchers within ECEC as invariably the system of approval will be generic and may not appreciate the complexity of our sector. Children are often viewed as vulnerable and in need of protec","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"143 - 146"},"PeriodicalIF":2.3,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/1350293X.2023.2177402
Marta Aparicio Puerta, M. T. Polo Sánchez, Antonio Fernández-Castillo, J. Contreras García
ABSTRACT The aim of this article was to adapt and validate a specific instrument to measure the attitudes of Early Childhood Education students towards different disabilities, assessing the three components of attitudes. Firstly, a direct translation of the desired instruments was carried out and, after the modifications suggested by the experts, a total of 162 participants were tested and, using these data, the validity and reliability of the instrument was calculated. The results have indicated that we have a tool with sufficient validity and reliability to be able to analyse the attitudes towards disability of Early Childhood Education students.
{"title":"Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education","authors":"Marta Aparicio Puerta, M. T. Polo Sánchez, Antonio Fernández-Castillo, J. Contreras García","doi":"10.1080/1350293X.2023.2177402","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2177402","url":null,"abstract":"ABSTRACT The aim of this article was to adapt and validate a specific instrument to measure the attitudes of Early Childhood Education students towards different disabilities, assessing the three components of attitudes. Firstly, a direct translation of the desired instruments was carried out and, after the modifications suggested by the experts, a total of 162 participants were tested and, using these data, the validity and reliability of the instrument was calculated. The results have indicated that we have a tool with sufficient validity and reliability to be able to analyse the attitudes towards disability of Early Childhood Education students.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"772 - 783"},"PeriodicalIF":2.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45955144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1080/1350293X.2023.2177320
Sofie Areljung, L. Bäckström, Evelina Grenemark
ABSTRACT This article seeks to contribute to an early childhood specific conceptualisation of physics education. The article is a collaboration between a researcher in science education and two preschool teachers and revolves around the teachers’ work with 2–4 year old children. Grounded in a posthumanist understanding of the world, we focus on physics learning that emerge in children’s intra-actions with material. In our analysis, we first use ‘physics verbs’ to identify everyday intra-actions where physical phenomena act as ‘playmates’. For instance, the verbs climbing and clinging point at intra-actions where gravity and counterforce act as playmates. Next, we seek to identify signs of children’s physics learning within these intra-actions. Our findings suggest that emergent physics learning can be inferred from changing levels of trust in child-matter intra-actions. For example, children may move from distrustfully clinging onto a railing, towards trustingly pushing and pulling the railing to climb higher. The article provides pioneering conceptual support for researchers and teachers who seek to identify non-verbal signs of physics learning in the everyday life of early childhood settings.
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