Pub Date : 2024-06-14DOI: 10.1177/14639491241260919
Mandy Cooke
Despite education discourses promoting risk-taking as a positive character trait, Australia has been identified as one of the most risk-averse countries in the developed world. This begs the question, why are Australians so risk averse? One reason may be a lack of common language and understanding about risk-taking, and an absence of risk-taking culture, in Australian educational settings. In this article, I continue an ongoing conversation about risk and risk-taking in educational contexts. I explore use of these terms in general education discourse and formal Australian education documents, revealing some positive inclusions and concerning silences. To help address the silences, I introduce the terms pedagogical risk-taking and pedagogies of courage. I propose these terms and their associated accounts as a framework for helping build a culture of risk-taking in educational settings – a shift that will help more Australian's embrace risk-taking for the benefit of individuals, the environment and society.
{"title":"Conceptualising risk-taking in educational settings for enabling pedagogies of courage","authors":"Mandy Cooke","doi":"10.1177/14639491241260919","DOIUrl":"https://doi.org/10.1177/14639491241260919","url":null,"abstract":"Despite education discourses promoting risk-taking as a positive character trait, Australia has been identified as one of the most risk-averse countries in the developed world. This begs the question, why are Australians so risk averse? One reason may be a lack of common language and understanding about risk-taking, and an absence of risk-taking culture, in Australian educational settings. In this article, I continue an ongoing conversation about risk and risk-taking in educational contexts. I explore use of these terms in general education discourse and formal Australian education documents, revealing some positive inclusions and concerning silences. To help address the silences, I introduce the terms pedagogical risk-taking and pedagogies of courage. I propose these terms and their associated accounts as a framework for helping build a culture of risk-taking in educational settings – a shift that will help more Australian's embrace risk-taking for the benefit of individuals, the environment and society.","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"92 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/14639491241260913
Anna R. Moxnes, Teresa K. Aslanian
Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a mutual trust, curiosity and interest between the young children and the animals that we relate to Despret's concepts being polite and getting to know, and Haraway's concept companion species. Our discussion contributes an alternative perspective to the traditional view of children-animal relations.
{"title":"Touch: Romanticised micro-moments from a farm kindergarten","authors":"Anna R. Moxnes, Teresa K. Aslanian","doi":"10.1177/14639491241260913","DOIUrl":"https://doi.org/10.1177/14639491241260913","url":null,"abstract":"Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a mutual trust, curiosity and interest between the young children and the animals that we relate to Despret's concepts being polite and getting to know, and Haraway's concept companion species. Our discussion contributes an alternative perspective to the traditional view of children-animal relations.","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/14639491241260933
Mariana Souto-Manning, Pamela H. Epley
{"title":"Equity and justice: Imperatives for early childhood teaching and teacher education","authors":"Mariana Souto-Manning, Pamela H. Epley","doi":"10.1177/14639491241260933","DOIUrl":"https://doi.org/10.1177/14639491241260933","url":null,"abstract":"","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"67 1","pages":"158 - 161"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141414237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/14639491241255355
R. Fukkink, Franziska Egert
International field visits aim to provide transformative learning experiences that stimulate the professional development of staff, but outcomes may vary among programs. In this mixed-methods study, we investigated the transformative learning experiences of Dutch and German professionals (n = 28) from early childhood education and care (ECEC) who participated in a blended intensive exchange program with mutual field visits. Our findings indicate a transformative learning process in which the participants developed an awareness of cultural differences, moved to understanding these differences and, occasionally, to adaptation of new professional beliefs related to the interaction with young children. However, it proved difficult to implement new practices in the own centers after the program. We discuss how international exchange programs may foster transformative learning and the professional development of ECEC staff.
{"title":"Learning experiences from ECEC professionals during an international field visit: The Berlin, The Hague, and Schiedam Study","authors":"R. Fukkink, Franziska Egert","doi":"10.1177/14639491241255355","DOIUrl":"https://doi.org/10.1177/14639491241255355","url":null,"abstract":"International field visits aim to provide transformative learning experiences that stimulate the professional development of staff, but outcomes may vary among programs. In this mixed-methods study, we investigated the transformative learning experiences of Dutch and German professionals (n = 28) from early childhood education and care (ECEC) who participated in a blended intensive exchange program with mutual field visits. Our findings indicate a transformative learning process in which the participants developed an awareness of cultural differences, moved to understanding these differences and, occasionally, to adaptation of new professional beliefs related to the interaction with young children. However, it proved difficult to implement new practices in the own centers after the program. We discuss how international exchange programs may foster transformative learning and the professional development of ECEC staff.","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"138 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1177/14639491241255056
Lynda Smyth
Initially, this article aimed to present findings from an empirical set of data, where postgraduates explored their pedagogical practice within early childhood education and care (ECEC). However, predictable modes of knowing were disrupted while braiding an artefact from Irish mythology known as the Crane bag, together with indigenous knowledge and posthuman concepts. In the generation of knowledge, the teachings of the Crane bag transformed the methodological approach to go beyond the fabricated split of matter and spirit. This transformation created the conditions for an onto-epistemological becoming with water. Hence, the intra-action of braiding together multiple theories became part of the empirical data. From the initial set of data, a photograph, capturing children rolling down a hill, was submitted by a research participant as an example of their approach to safety. In agreement with the research participant, I re-present the photograph in a different format, to tell the story of how an onto-epistemological becoming created an opening to decentre the image of the child. This opening changed the approach to the data analysis, which in turn allowed the more-than-human to come to the fore in the spirit of reciprocity.
{"title":"The Crane bag: Braiding Irish mythology, indigenous knowledge and posthuman concepts in early childhood education and care","authors":"Lynda Smyth","doi":"10.1177/14639491241255056","DOIUrl":"https://doi.org/10.1177/14639491241255056","url":null,"abstract":"Initially, this article aimed to present findings from an empirical set of data, where postgraduates explored their pedagogical practice within early childhood education and care (ECEC). However, predictable modes of knowing were disrupted while braiding an artefact from Irish mythology known as the Crane bag, together with indigenous knowledge and posthuman concepts. In the generation of knowledge, the teachings of the Crane bag transformed the methodological approach to go beyond the fabricated split of matter and spirit. This transformation created the conditions for an onto-epistemological becoming with water. Hence, the intra-action of braiding together multiple theories became part of the empirical data. From the initial set of data, a photograph, capturing children rolling down a hill, was submitted by a research participant as an example of their approach to safety. In agreement with the research participant, I re-present the photograph in a different format, to tell the story of how an onto-epistemological becoming created an opening to decentre the image of the child. This opening changed the approach to the data analysis, which in turn allowed the more-than-human to come to the fore in the spirit of reciprocity.","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"84 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1177/14639491231222513
Gloria Quiñones, Annukka Pursi, Lasse Lipponen
This article discusses the ways in which toddlers carry out forms of disrespect during peer conflicts in Australian and Finnish early childhood education and care (ECEC) settings. We investigate forms of disrespect in naturally occurring peer interactions by applying interaction analysis and Honneth’s theory of recognition. Drawing on Honneth , our study provides an empirical foundation for examining what leads to toddlers’ disrespectful acts. Our analysis shows that, especially outside adults’ view, disrespect in peer conflicts disrupts the fundamental preferences for peer agreement, alignment and affiliation. It threatens the norms of peaceable conduct, and so can be seen as a challenge to the social and moral order. A toddler's struggles for recognition arise from exclusion from play and the violation of the toddler's body. Implications arising from this research highlight the role of adults in identifying different forms of disrespect that occur in peer groups.
{"title":"Forms of disrespect: Toddler's peer conflicts in early childhood education and care","authors":"Gloria Quiñones, Annukka Pursi, Lasse Lipponen","doi":"10.1177/14639491231222513","DOIUrl":"https://doi.org/10.1177/14639491231222513","url":null,"abstract":"This article discusses the ways in which toddlers carry out forms of disrespect during peer conflicts in Australian and Finnish early childhood education and care (ECEC) settings. We investigate forms of disrespect in naturally occurring peer interactions by applying interaction analysis and Honneth’s theory of recognition. Drawing on Honneth , our study provides an empirical foundation for examining what leads to toddlers’ disrespectful acts. Our analysis shows that, especially outside adults’ view, disrespect in peer conflicts disrupts the fundamental preferences for peer agreement, alignment and affiliation. It threatens the norms of peaceable conduct, and so can be seen as a challenge to the social and moral order. A toddler's struggles for recognition arise from exclusion from play and the violation of the toddler's body. Implications arising from this research highlight the role of adults in identifying different forms of disrespect that occur in peer groups.","PeriodicalId":504429,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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