Pub Date : 2023-10-18DOI: 10.1080/1350293x.2023.2267906
Lesley Wood
{"title":"Transformation in early childhood education: proposing a community-based approach","authors":"Lesley Wood","doi":"10.1080/1350293x.2023.2267906","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2267906","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883493","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 : 2023-10-13DOI: 10.1080/1350293x.2023.2268879
Olalla Juaristi, Inaki Larrea, Alexander Muela
ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The enculturation process in early childhood education and care: a mixed methods study","authors":"Olalla Juaristi, Inaki Larrea, Alexander Muela","doi":"10.1080/1350293x.2023.2268879","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2268879","url":null,"abstract":"ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854139","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 : 2023-10-11DOI: 10.1080/1350293x.2023.2266784
Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer
In recent times, engineering education has increasingly emerged as a valued kindergarten practice. Engineering teaching in play brings challenges for Chinese kindergarten teachers. An educational experiment (EE) was conducted to help Chinese kindergarten teachers face this challenge. Qualitative data including video data and interview transcripts were collected in a public kindergarten located in a Chinese provincial capital city. Participants included one focused teacher and 28 children aged four to five years. In the context of early childhood education, drawing upon a cultural-historical perspective, we study how engineering pedagogical practices changed under the conditions of an intervention, called an engineering Conceptual PlayWorld (CPW). The findings show a shift in the focused teacher’s subject positioning, and new practice contexts in which an engineering pedagogy emerged. We argue that a CPW created motivating conditions for Chinese kindergarten teachers to explore new engineering pedagogical practices, wherein they realised a new form of collective imaginary play and designed new engineering pedagogies for teaching young children.
{"title":"Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education","authors":"Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer","doi":"10.1080/1350293x.2023.2266784","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266784","url":null,"abstract":"In recent times, engineering education has increasingly emerged as a valued kindergarten practice. Engineering teaching in play brings challenges for Chinese kindergarten teachers. An educational experiment (EE) was conducted to help Chinese kindergarten teachers face this challenge. Qualitative data including video data and interview transcripts were collected in a public kindergarten located in a Chinese provincial capital city. Participants included one focused teacher and 28 children aged four to five years. In the context of early childhood education, drawing upon a cultural-historical perspective, we study how engineering pedagogical practices changed under the conditions of an intervention, called an engineering Conceptual PlayWorld (CPW). The findings show a shift in the focused teacher’s subject positioning, and new practice contexts in which an engineering pedagogy emerged. We argue that a CPW created motivating conditions for Chinese kindergarten teachers to explore new engineering pedagogical practices, wherein they realised a new form of collective imaginary play and designed new engineering pedagogies for teaching young children.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097693","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 : 2023-10-06DOI: 10.1080/1350293x.2023.2262174
Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro
ABSTRACTThis paper draws on a three-year ethnographic study during which we investigated young children's cultural development in a Brazilian early childhood centre. A cultural-historical approach was used to understand the concept of autonomy. We focus on Danilo, a very young child who overcame his fear of using a play slide (a cultural artefact). We believe that this process led to his achievement. Our findings suggest that young children's conquests consist of intentional actions that become part of their individual and social identities.KEYWORDS: Autonomyyoung childrenearly childhood educationcultural-historical theoryethnography AcknowledgementsThe authors would like to express our gratitude to all research participants (the young children in the study as well as their teachers and their families) and the entire research team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico [grant number 402690/2016-8]; Fundação de Amparo à Pesquisa de Minas Gerais [grant number PPM-00675-18]; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [grant number PROEX-03/2023].
摘要本文借鉴了一项为期三年的民族志研究，在此期间，我们调查了巴西幼儿中心的幼儿文化发展。用文化历史的方法来理解自治的概念。我们关注的是Danilo，一个非常小的孩子，他克服了对使用滑梯(一种文化文物)的恐惧。我们认为，这一进程导致了他的成就。我们的研究结果表明，幼儿的征服是由有意的行为组成的，这些行为成为他们个人和社会身份的一部分。关键词:自主;幼儿;近童年教育;文化史理论;人种志作者在此感谢所有研究参与者(参与研究的幼儿及其老师和家人)和整个研究团队。披露声明作者未报告潜在的利益冲突。本研究由Conselho Nacional de Desenvolvimento Científico e Tecnológico支持[资助号402690/2016-8];米纳斯吉拉斯州农业基金[基金编号PPM-00675-18];协调高级人事管理][批准号PROEX-03/2023]。
{"title":"A cultural-historical perspective of young children gaining autonomy in the playground","authors":"Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro","doi":"10.1080/1350293x.2023.2262174","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2262174","url":null,"abstract":"ABSTRACTThis paper draws on a three-year ethnographic study during which we investigated young children's cultural development in a Brazilian early childhood centre. A cultural-historical approach was used to understand the concept of autonomy. We focus on Danilo, a very young child who overcame his fear of using a play slide (a cultural artefact). We believe that this process led to his achievement. Our findings suggest that young children's conquests consist of intentional actions that become part of their individual and social identities.KEYWORDS: Autonomyyoung childrenearly childhood educationcultural-historical theoryethnography AcknowledgementsThe authors would like to express our gratitude to all research participants (the young children in the study as well as their teachers and their families) and the entire research team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico [grant number 402690/2016-8]; Fundação de Amparo à Pesquisa de Minas Gerais [grant number PPM-00675-18]; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [grant number PROEX-03/2023].","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944028","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 : 2023-10-06DOI: 10.1080/1350293x.2023.2265597
C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland
Work climate affects the quality of early childhood education and care activities. The aim was to explore how the staff describe demands and resources in their jobs, and whether different profiles could be distinguished among those with turnover intentions and those without. The research was based on the Job Demands-Resources model [Bakker, A. B., and E. Demerouti. 2007. “The Job Demands-Resources model: State of the art.’ Journal of Managerial Psychology 22 (3): 309–328]. The study used a mixed-methods approach. The results showed that the profiles of those with turnover intentions and those without were similar in terms of perceived resources, but that they differed in terms of perceived demands. Those with turnover intentions reported more aspects related to work demands (e.g. workload, number of children, low pay). The findings also showed that work guidance and support from leaders and special education teachers were linked to turnover intentions. This research improves our knowledge of risk factors related to turnover intentions and can contribute to the development of high-quality working conditions.
工作氛围影响幼儿教育和保育活动的质量。目的是探讨员工如何描述其工作中的需求和资源，以及是否可以区分有离职意图和没有离职意图的员工的不同概况。该研究是基于工作需求-资源模型[Bakker, A. B. and E. Demerouti. 2007]。“工作需求-资源模型:最先进的。管理心理学杂志22(3):309-328。该研究采用了混合方法。结果表明，有离职意向的员工与无离职意向的员工在资源感知上基本一致，但在需求感知上存在差异。那些有离职意向的人报告了更多与工作需求相关的方面(例如工作量、孩子的数量、低工资)。研究结果还表明，来自领导和特殊教育教师的工作指导和支持与离职倾向有关。本研究提高了我们对与离职意向相关的风险因素的认识，并有助于高质量工作条件的发展。
{"title":"Work demands and work resources in ECEC – turnover intentions explored","authors":"C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland","doi":"10.1080/1350293x.2023.2265597","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2265597","url":null,"abstract":"Work climate affects the quality of early childhood education and care activities. The aim was to explore how the staff describe demands and resources in their jobs, and whether different profiles could be distinguished among those with turnover intentions and those without. The research was based on the Job Demands-Resources model [Bakker, A. B., and E. Demerouti. 2007. “The Job Demands-Resources model: State of the art.’ Journal of Managerial Psychology 22 (3): 309–328]. The study used a mixed-methods approach. The results showed that the profiles of those with turnover intentions and those without were similar in terms of perceived resources, but that they differed in terms of perceived demands. Those with turnover intentions reported more aspects related to work demands (e.g. workload, number of children, low pay). The findings also showed that work guidance and support from leaders and special education teachers were linked to turnover intentions. This research improves our knowledge of risk factors related to turnover intentions and can contribute to the development of high-quality working conditions.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346001","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 : 2023-10-06DOI: 10.1080/1350293x.2023.2266782
Jenny Marttila, Ruben Fukkink, Maarit Silvén
Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.
{"title":"Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention","authors":"Jenny Marttila, Ruben Fukkink, Maarit Silvén","doi":"10.1080/1350293x.2023.2266782","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266782","url":null,"abstract":"Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345539","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 : 2023-10-03DOI: 10.1080/1350293x.2023.2259641
Alaitz Martín-García, Markel Rico-González
ABSTRACTThe present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children’s physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology.KEYWORDS: Unstructured play; structured playearly childhoodkindergartendevelopment Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要本文通过随机对照试验(RCT)设计，系统总结了自由游戏(FP)对学龄前儿童身体活动(PA)水平以及运动(MC)、认知(CC)和社会情绪能力的影响。使用两个电子数据库(PubMed, Web of Science)对相关文章进行系统综述，直至2022年10月19日。从最初发现的总共674项研究中，有16项被纳入定性综合。一般结果表明，计划生育与其他方法一起，可能会促进管理，而不是计划生育本身。然而，在提高PA水平、CC和社会情绪能力方面，其他方法显示出比FP更大的积极作用。因此，FP方法的实施而不是其他方法(如结构化游戏)不被已发表的RCT所支持，至少当它没有被另一种方法实施时。关键词:非结构化游戏;如:(1)披露声明作者未报告潜在的利益冲突。
{"title":"The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials","authors":"Alaitz Martín-García, Markel Rico-González","doi":"10.1080/1350293x.2023.2259641","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259641","url":null,"abstract":"ABSTRACTThe present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children’s physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology.KEYWORDS: Unstructured play; structured playearly childhoodkindergartendevelopment Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695972","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 : 2023-09-26DOI: 10.1080/1350293x.2023.2260131
Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen
This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.
{"title":"Does <i>thrive by three</i> , a quality-building intervention in childcare centres, strengthen children’s language skills?","authors":"Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen","doi":"10.1080/1350293x.2023.2260131","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2260131","url":null,"abstract":"This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958344","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 : 2023-09-20DOI: 10.1080/1350293x.2023.2259640
Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović
ABSTRACTThis paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.KEYWORDS: Early childhood educationmusic education in preschoolteachers’ attitudeskindergarten teachersCOVID-19 AcknowledgmentThe Faculty of pedagogy, University of Niš, Serbia, fully supported this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Serbia, preschool and kindergarten are both included in the same institution. The institution usually covers all preschool and kindergarten units in the local area. One local unit is both − preschool and kindergarten. It is commonly called ‘kindergarten’.
{"title":"How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia","authors":"Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović","doi":"10.1080/1350293x.2023.2259640","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259640","url":null,"abstract":"ABSTRACTThis paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.KEYWORDS: Early childhood educationmusic education in preschoolteachers’ attitudeskindergarten teachersCOVID-19 AcknowledgmentThe Faculty of pedagogy, University of Niš, Serbia, fully supported this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Serbia, preschool and kindergarten are both included in the same institution. The institution usually covers all preschool and kindergarten units in the local area. One local unit is both − preschool and kindergarten. It is commonly called ‘kindergarten’.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306453","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 : 2023-09-20DOI: 10.1080/1350293x.2023.2259643
Alicja R. Sadownik, Laurent Gabriel Ndijuye
The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).
{"title":"Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care","authors":"Alicja R. Sadownik, Laurent Gabriel Ndijuye","doi":"10.1080/1350293x.2023.2259643","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259643","url":null,"abstract":"The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306639","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：