Pub Date : 2023-09-03DOI: 10.1080/1350293x.2023.2254656
K. Murris
{"title":"Correction","authors":"K. Murris","doi":"10.1080/1350293x.2023.2254656","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254656","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46685352","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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-08-23DOI: 10.1080/1350293x.2023.2247594
Lillian Pedersen, Astrid Reidun Berglid Bakken, K. Johannessen, Sigrid Bøyum
{"title":"Teachers’ interactions with children in micro-level transitions in Norwegian preschools","authors":"Lillian Pedersen, Astrid Reidun Berglid Bakken, K. Johannessen, Sigrid Bøyum","doi":"10.1080/1350293x.2023.2247594","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2247594","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932685","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 : 2023-08-23DOI: 10.1080/1350293x.2023.2247593
Caoimhe Dempsey, J. Grimmel, Elian Fink, Claire Hughes
{"title":"Becoming school-parents: contrasts between mothers’ and fathers’ speech samples and links with psychological distress and household disorder","authors":"Caoimhe Dempsey, J. Grimmel, Elian Fink, Claire Hughes","doi":"10.1080/1350293x.2023.2247593","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2247593","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983574","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 : 2023-08-23DOI: 10.1080/1350293x.2023.2248428
Birgitta Persdotter, Evelina Landstedt, Karin Hellfeldt
Teachers in preschools and schools have a central role in detecting children at risk of maltreatment. The aim of this study was to provide a longitudinal understanding of teachers ’ temporary and prolonged concerns for children ’ s home situations (CCHS), from preschool (age 3 – 5 years) to year 1 – 3 of elementary school (age 8 – 10 years). Teacher-and parent reports from an ongoing prospective longitudinal study was used (baseline n = 2,113; 5-year follow-up n = 1,829). The study applied the bio-ecological systems framework by assessing how teachers ’ CCHS were associated with person, process, and context-related factors. Both temporary and prolonged CCHS were primarily associated with teachers ’ concern for di ff erent aspects of the children ’ s development, poor contact with parents and low parental SES, while school-related factors were less prominent. The longitudinal pattern indicates three risk levels and highlights the importance of the contact between teachers and parents in understanding when CCHS arises, ceases, or persists over time.
{"title":"Detection of children at risk of maltreatment: longitudinal understanding of teachers’ concern for children’s home situation in Sweden","authors":"Birgitta Persdotter, Evelina Landstedt, Karin Hellfeldt","doi":"10.1080/1350293x.2023.2248428","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2248428","url":null,"abstract":"Teachers in preschools and schools have a central role in detecting children at risk of maltreatment. The aim of this study was to provide a longitudinal understanding of teachers ’ temporary and prolonged concerns for children ’ s home situations (CCHS), from preschool (age 3 – 5 years) to year 1 – 3 of elementary school (age 8 – 10 years). Teacher-and parent reports from an ongoing prospective longitudinal study was used (baseline n = 2,113; 5-year follow-up n = 1,829). The study applied the bio-ecological systems framework by assessing how teachers ’ CCHS were associated with person, process, and context-related factors. Both temporary and prolonged CCHS were primarily associated with teachers ’ concern for di ff erent aspects of the children ’ s development, poor contact with parents and low parental SES, while school-related factors were less prominent. The longitudinal pattern indicates three risk levels and highlights the importance of the contact between teachers and parents in understanding when CCHS arises, ceases, or persists over time.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42474276","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 : 2023-08-23DOI: 10.1080/1350293X.2023.2250218
K. Murris
Care as a concept is intricately entangled with our theories and practices in Early Childhood Education and Care (ECEC). The eleven articles in this issue show the striking and intriguing ways in which care manifests itself. My curiosity piqued, I turn to the Artificial Intelligence (AI) application ChatGPT and input various prompts about care. This recently released app produces human-like text in conversational mode. This poses fundamental questions about the relationship between humans and machines, ranging from issues about intellectual property, authorship and ownership of ideas (Peters et al. 2023), to political concern for workers in the Global South who are paid a pittance to ‘clean up’ the violent, racist, homophobic and sexual content that circulates on the (dark) web. This is traumatic for the workers involved who, on the margins, contribute to the billion-dollar Silicon Valley industries such as Google and Microsoft (Perrigo 2023). Already entangled in this complex epistemological, ethical and ontological human-machine labour relationship (Barad 2007), I continue my search. As posthumanists acknowledge, humans and more-than-humans (animals, machines, curriculum guidance, microbes, etc) are ontologically interdependent – part of the same world. As I narrow down my prompts to the philosophical use of the term ‘care’ a list of principles emerges. I thank the machine. Lightly edited, ChatGPT gives the summary below. The app is descriptive and draws from ‘what is around’ (after extensive filtering). These selection processes are neither transparent nor open to question. Justification, verification, accuracy or truth are a ‘post-hoc activity’. Like a parrot, ChatGPT lacks critical thinking and the ability to evaluate the credibility of sources or their normativity (Peters et al. 2023, 6, 15–17).
{"title":"ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years","authors":"K. Murris","doi":"10.1080/1350293X.2023.2250218","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2250218","url":null,"abstract":"Care as a concept is intricately entangled with our theories and practices in Early Childhood Education and Care (ECEC). The eleven articles in this issue show the striking and intriguing ways in which care manifests itself. My curiosity piqued, I turn to the Artificial Intelligence (AI) application ChatGPT and input various prompts about care. This recently released app produces human-like text in conversational mode. This poses fundamental questions about the relationship between humans and machines, ranging from issues about intellectual property, authorship and ownership of ideas (Peters et al. 2023), to political concern for workers in the Global South who are paid a pittance to ‘clean up’ the violent, racist, homophobic and sexual content that circulates on the (dark) web. This is traumatic for the workers involved who, on the margins, contribute to the billion-dollar Silicon Valley industries such as Google and Microsoft (Perrigo 2023). Already entangled in this complex epistemological, ethical and ontological human-machine labour relationship (Barad 2007), I continue my search. As posthumanists acknowledge, humans and more-than-humans (animals, machines, curriculum guidance, microbes, etc) are ontologically interdependent – part of the same world. As I narrow down my prompts to the philosophical use of the term ‘care’ a list of principles emerges. I thank the machine. Lightly edited, ChatGPT gives the summary below. The app is descriptive and draws from ‘what is around’ (after extensive filtering). These selection processes are neither transparent nor open to question. Justification, verification, accuracy or truth are a ‘post-hoc activity’. Like a parrot, ChatGPT lacks critical thinking and the ability to evaluate the credibility of sources or their normativity (Peters et al. 2023, 6, 15–17).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118192","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 : 2023-08-23DOI: 10.1080/1350293x.2023.2247591
Lynn J. McNair, Simon Bateson, M. Kustatscher, J. Ravenscroft
{"title":"Practitioner inquiry: troubling certainty","authors":"Lynn J. McNair, Simon Bateson, M. Kustatscher, J. Ravenscroft","doi":"10.1080/1350293x.2023.2247591","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2247591","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48813756","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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