Pub Date : 2023-09-18DOI: 10.1080/1350293x.2023.2257911
Teresa K. Aslanian, Anne-Line Bjerknes, Anne Kristin Andresen
This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others’ emotions. We discussed the strategies we observed in relation to ‘indirect pedagogy’ and teacher-led pedagogy, challenges relating to risk, and young children’s opportunities for holistic learning through self-initiated play in ECEC.
{"title":"Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten","authors":"Teresa K. Aslanian, Anne-Line Bjerknes, Anne Kristin Andresen","doi":"10.1080/1350293x.2023.2257911","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257911","url":null,"abstract":"This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others’ emotions. We discussed the strategies we observed in relation to ‘indirect pedagogy’ and teacher-led pedagogy, challenges relating to risk, and young children’s opportunities for holistic learning through self-initiated play in ECEC.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154247","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 : 2023-09-16DOI: 10.1080/1350293x.2023.2254531
Erik Eliassen, Ragnhild Eek Brandlistuen, Mari Vaage Wang
Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: ‘pedagogical practices’ and ‘structured activities’, and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills.
{"title":"The effect of ECEC process quality on school performance and the mediating role of early social skills","authors":"Erik Eliassen, Ragnhild Eek Brandlistuen, Mari Vaage Wang","doi":"10.1080/1350293x.2023.2254531","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254531","url":null,"abstract":"Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: ‘pedagogical practices’ and ‘structured activities’, and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135308607","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 : 2023-09-12DOI: 10.1080/1350293x.2023.2257913
Yau Yu Chan, Nirmala Rao
{"title":"Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States","authors":"Yau Yu Chan, Nirmala Rao","doi":"10.1080/1350293x.2023.2257913","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257913","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878315","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 : 2023-09-12DOI: 10.1080/1350293x.2023.2254533
Anne Grethe Sønsthagen
Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.
{"title":"The learning early childhood education and care institution as an inclusion arena","authors":"Anne Grethe Sønsthagen","doi":"10.1080/1350293x.2023.2254533","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254533","url":null,"abstract":"Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826178","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 : 2023-09-12DOI: 10.1080/1350293x.2023.2257912
Marita Neitola, Piia af Ursin, Päivi Pihlaja
{"title":"Explaining children’s social relationships in early childhood: the role of parental social networks","authors":"Marita Neitola, Piia af Ursin, Päivi Pihlaja","doi":"10.1080/1350293x.2023.2257912","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257912","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878508","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 : 2023-08-29DOI: 10.1080/1350293x.2023.2250590
S. Ceylan, T. Turan
{"title":"Investigation of foreign body aspiration knowledge and first-aid self-efficacy of child development department students","authors":"S. Ceylan, T. Turan","doi":"10.1080/1350293x.2023.2250590","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2250590","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593649","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 : 2023-08-29DOI: 10.1080/1350293x.2023.2248426
R. Walker, Bente Jensen
{"title":"The manifestation of practice-based continuous professional development in ECEC: qualitative insights from an Abecedarian initiative in Denmark","authors":"R. Walker, Bente Jensen","doi":"10.1080/1350293x.2023.2248426","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2248426","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186291","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 : 2023-08-24DOI: 10.1080/1350293x.2023.2247590
Valbona Nathanaili
{"title":"Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s","authors":"Valbona Nathanaili","doi":"10.1080/1350293x.2023.2247590","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2247590","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190135","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 : 2023-08-24DOI: 10.1080/1350293x.2023.2250588
Yaiza Lucas Revilla, Raija Raittila, E. Sevón, N. Rutanen
{"title":"Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland","authors":"Yaiza Lucas Revilla, Raija Raittila, E. Sevón, N. Rutanen","doi":"10.1080/1350293x.2023.2250588","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2250588","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43563362","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}
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