Early Learning Centres Research Articles

Preparing Teachers to Contribute to Educational Change in Native Communities: Navigating Safety Zones in Praxis

Mainstream colleges and universities purport theories of schooling and child development that powerfully dominate the content, processes, and knowledge shaping how Native students are trained as teachers. Tribal colleges and universities can be viable alternatives to this reality. This article reports on findings from a qualitative inquiry documenting what happens when a tribal college early childhood education program shifts the paradigm in teacher education by employing the Safety Zone Theory (Lomawaima & McCarty, 2006) as a means for Native student teachers to negotiate opportunities to be responsive to the Native communities they serve. Analysis of data from student questionnaires, student reflections, and observational notes is guided by Lomawaima and McCarty's Safety Zone Theory. Findings suggest early learning centers serving Native children and families are highly complex educational spaces in which novice and experienced teachers must effectively negotiate instructional practices and implement culturally relevant and responsive learning for tribal children.

Motor planning in preschool children – the use of a visual cue to test the end-state comfort effect: a preliminary study

The end-state comfort effect has been observed in grip selections of adult humans and other species of primates, but few studies have explored this effect in young children. The present study investigated the effect of a visual cue on the sensitivity to exhibit end-state comfort. Preschool children (N = 17) completed the task of picking up an overturned cup, turning it right-side up, and pouring water into it. Each child performed three trials of this task in both visual cue and non-visual cue conditions. Results revealed no significant difference between the two visual cue conditions in using a thumb-down or end-state comfort grip, χ 2 (1) = 0.12, p > 0.05. The findings offer practical implications regarding young children's ability to plan movement along with the potential role of early learning centres in creating environments that promote motor planning.

How do you Make a Bear Look like a Butterfly?: Exploring the Metropolitan Opera's Production of Mozart's Magic Flute with a Group of Preschool Children

IN THIS RESEARCH PAPER WE discuss a music program in an early learning centre and present an example of practice that involved children engaging with a picture book of The magic flute. The children researched the opera by watching a film, had conversations about the music and story, drew pictures and dramatised the story during spontaneous play. Relationships between familiar events (the literary exploration of a book) with unfamiliar experiences (watching an opera as a serial) gave the children's activities depth. These relationships are discussed to explore how children used their competence in language and literature to frame their understandings of the story of The magic flute and music of the opera and to anticipate and enjoy the weekly serial. We conclude by relating our discussion to ‘intentional teaching’ as a practice and the Early Years Learning Framework.

Assessment of an Indigenous Learning Project: The Khoekhoe and San Early Learning Centre in Heidedal

Two years after the opening of the Khoekhoe and San Early Learning Centre (KSELC) in Heidedal, the project comes under review in this contribution. It is arguably one of the greatest challenges for an indigenous learning project to establish synergy between the two environments in which the children find themselves. What made this particular project even more challenging was the fact that the Khoekhoe culture and language have all but disappeared, or that they have largely been abstracted into primordial forms. Despite these cultural challenges, the project also faced certain political and economic obstacles. While the pedagogical successes of the project were less than dramatic, it contributed unexpectedly to establishing a broader Khoekhoe consciousness, as well as a deeper understanding of the challenges the Khoekhoe revival faces in general.

ACTING IN THE COMMUNITY INTEREST: A SUSTAINABLE NGO THEATRE-IN-EDUCATION MODEL FOR DELIVERING CHILD SAFETY EDUCATION IN SCHOOLS

BackgroundConstable Care Child Safety Foundation delivers performance-education programmes to children aged 2–13 years in primary schools and early learning centres throughout metropolitan, regional and remote Western Australia, a 2.5 million...

The early childhood–school relationship: Overcoming invisible barriers

Introduction The literature on the early childhood--school relationship has identified this relationship as being dominated by differences, and--more often than not--these are unable to be reconciled (e.g., Moss, 2008). This article examines findings from a study with three early childhood teachers in an Early Learning Centre (ELC) (1) in a private school setting in Australia. The study sought to understand what it meant for early childhood teachers to engage in continuous professional learning through action research in a school setting. I begin the article by discussing the literature on the early childhood--school relationship. I then outline the action research project providing background to the study. Drawing on data, I then show how an invisible barrier was identified by the three early childhood teachers and discuss what it meant for them and their relationship with their school colleagues. Illustrating how the invisible barrier became a problematic situation driving their learning, I conclude by raising questions about what the outcomes of the action research project might mean for the early childhood--school relationship. The early childhood-school relationship The early childhood--school relationship has been researched largely from three positions: (1) school transition research drawing on ecological theories (e.g., Dockett & Perry, 2009); (2) professional literature examining interprofessional practices (e.g., Bennett & Kaga, 2010; Kaga, Bennett, & Moss, 2010; Peters, 2010; Valentine, Katz, & Griffiths, 2007); and (3) theories of boundary crossings and boundary spaces (e.g., Britt & Sumsion, 2003). This work has been important for identifying tensions that exist within the early childhood--school relationship. A consistent theme across the work is the role of pedagogical differences. Early childhood programmes embody traditions that are not the same as those in schools (Bennett & Kaga, 2010; Meade & Podmore, 2002). For example, early childhood programmes have strong links with the child study movement, where the emphasis is on understanding the child and learning processes, while schools predominantly focus on teaching specific skills and content knowledge (Meade & Podmore, 2002). Limitations exist within each of these three positions: school transition research is limited to understanding the early childhood--school relationship through the life-worlds of children; research on interprofessional practices can inadvertently perpetuate a push-down/push-up effect on the relationship (Morrison & Glenny, 2012); and research drawing on theories of boundary crossing and boundary spaces has been unable to adequately capture the intensity of the early childhood--school relationship (Moss, 2010). Moss (2008) argues that, without further research, the early childhood--school relationship will not find new ground but, rather, remain within its current three approximations: (1) a relationship dominated by the school with its downward pressure on early childhood to prepare children for school; (2) a relationship of suspicion and antagonism between early childhood and school colleagues as each defends their pedagogical differences; or (3) a relationship based on an understanding that the schooling system must change to respond to globalisation and, in this relationship, early childhood practices are advanced as being capable of supporting necessary changes. These current three approximations of the early childhood--school relationship pose difficulties because they each continue to perpetuate differences. If new ground is to be found, research must be directed towards establishing a better appreciation of differences as well as promoting a collaborative search for new and shared understandings, values and practices ... marked by mutual respect, dialogue and co-construction (Moss, 2008, p. 229). The urgency for this research is paramount, with recent policy shifts across Western countries having repositioned early childhood into a more intensive relationship with schools. …

Old perceptions and new identities in Heidedal ‘I am the names you call me and the names that are no longer known’

In 2010, the Department of Anthropology at the University of the Free State launched a Khoekhoe and San Early Learning Centre (KSELC) in Heidedal. The main objectives of the KSELC are to assist people who wish to revitalise and develop their Khoekhoe language skills, and to create a teaching environment that will respect the Khoekhoe, but also the San's heritage and culture. Before the opening of the KSELC, research was conducted in terms of a pre-testing and post-testing research design. This was done through a survey of, first, Khoekhoe-related issues in Heidedal, such as identity, perceptions, attitudes, views and meanings, and second, the expectations of the role or influence the KSELC would have in the promotion of awareness in Khoekhoe and San matters. The data obtained during the survey are presented and interpreted in this article. Over the centuries, colonialism and apartheid have stripped the Khoekhoe of their culture, identity and language. The democratic dispensation that has been in effect since 1994 addresses this historical injustice, and affords constitutional accommodation and recognition to the Khoekhoe and the San. However, in most cases a recognised leadership is no longer in place, while knowledge concerning the Khoekhoe culture, identity and language is extremely limited. A whole new field has consequently opened up and much research, mainly amongst rural communities, was conducted. After all, ‘real’ Khoekhoe and San are ‘supposed’ to be located in rural territories, in the countryside, far away from cities. The value of the current study lies in the fact that it focuses on the dynamics, complexities and expressions of urban Khoekhoe revival. The urban context challenges our traditional understanding of the Khoekhoe and San – of the notion of a ‘pure’ and ‘genuine’ cultural identifier, as well as how identities may be formed, expressed and maintained.

Nessie the Hydraulophone: A Water-Driven Musical Object for Children

Developed by Steve Mann, “Nessie” the Hydraulophone is a water-driven, interactive musical object that provides children with open-ended and unstructured creative play opportunities with water and sound. Children have interacted with Nessie in a variety of spaces including the Canadian National Institute for the Blind's (CNIB) outdoor classroom, Ryerson University's Early Learning Centre, the Ontario Science Centre, and various public outdoor play areas in the Toronto area. In collaboration with the Experiential Design and Gaming Environments Lab's research on sensory play and disability, this field report documents Nessie's development, implementation and potential as a research object.

How Design of the Physical Environment Impacts on Early Learning: Educators' and Parents' Perspectives

THIS RESEARCH EXPLORES THE quality and importance of the physical environment of two early learning centres on the Sunshine Coast in Queensland, utilising qualitative interviews with parents (n = 4) and educators (n = 4) to understand how design might impact on children's development and a quantitative rating (the Early Childhood Physical Environment Rating Scale; ECPERS) to assess the quality of the physical built environment and infrastructure. With an average ECPERS quality rating, thematic analysis of the interviews revealed that educators and parents viewed the physical environment as important to a child's development, although the quality of staff was predominant. Early learning centres should be ‘homely’, inviting, bright and linked to the outdoors, with participants describing how space ‘welcomes the child, makes them feel safe and encourages learning’. Four key themes characterised views: Emotional Connection (quality of staff and physical environment), Experiencing Design (impact of design on child development), Hub for Community Integration (relationships and resources) and Future Vision (ideal physical environment, technology and ratings). With participants often struggling to clearly articulate their thoughts on design issues, a collaborative and jargon-free approach to designing space is required. These findings will help facilitate discussion about the role and design of the physical environment in early childhood centres, with the tangible examples of ‘ideal space’ enhancing communication between architects and educators about how best to design and reconfigure space to enhance learning outcomes.

An ecological footprint for an early learning centre: identifying opportunities for early childhood sustainability education through interdisciplinary research

In this study, engineers and educators worked together to adapt and apply the ecological footprint (EF) methodology to an early learning centre in Brisbane, Australia. Results were analysed to determine how environmental impact can be reduced at the study site and more generally across early childhood settings. It was found that food, transport and energy consumption had the largest impact on the centre’s overall footprint. In transport and energy, early childhood centres can reduce their impact through infrastructure and cultural change, in association with changed curriculum strategies. Building design, the type of energy purchased and appliance usage can all be modified to reduce the energy footprint. The transport footprint can be reduced through more families using active and public transport, which can be encouraged by providing information, support and facilities and appropriate siting of new centres. Introducing the concept of ecological footprint in early childhood education may be an effective way to educate children, staff and parents on the links between the food they eat, land usage and environmental impact. This study responds directly to the call in this journal for research focused on early childhood education and for more to be made of interdisciplinary research opportunities.

An Exploration Into the Coping Strategies of Preschoolers: Implications for Professional Practice

This study aims to explore the coping strategies of preschoolers, by asking 4-year-old children (N = 46) at an early learning centre in Melbourne to describe their coping strategies when dealing with seven age-appropriate challenging situations. The interviews were recorded, transcribed and thematically analysed. The results indicated that preschoolers could articulate coping strategies that are theoretically clustered into productive and nonproductive coping styles. The capacity to identify a range of coping strategies related to specific situations has implications not only for theory development, but also for the design of effective prevention and intervention programs to help children more effectively deal with life challenges.

‘It's a Mystery’: A Case Study of Implementing Forensic Science in Preschool as Scientific Inquiry

CHILDREN HAVE IMMENSE CURIOSITY, a thirst for knowledge and a questioning attitude. They are innate scientists. The challenge for early childhood educators is to fuel this curiosity through the provision of appropriate learning experiences and an engaging environment within early learning centres. This paper presents a detailed case study of how a preservice teacher implemented forensic science as a form of scientific inquiry, in a preschool classroom for four-year-old children. Using the theme of We're going on a (forensic) bear hunt!, a series of integrated and engaging experiences was delivered that allowed the children to solve the class mystery of who left behind the (bear) footprints. This paper describes the concept, process and skills of scientific inquiry, outlines the basic principle of forensic science, provides a detailed description of the children's learning experiences, and interprets these experiences in relation to developing children's scientific inquiry skills: exploring and predicting, observing and recording, using equipment, using observation as evidence, and representing and communicating. It also illustrates how young children can readily engage in inquiry-based learning; educators, however, must provide the opportunities and support to stimulate this learning. In summary, the paper argues that a complex topic such as forensic science can be successfully implemented with young children, highlighting the competence of these children.

Pre-school children's encounters with The Magic Flute

This article describes a music programme in an Australian early learning centre. Through a repertoire of songs, games and instruments, the children were introduced to music forms, including opera. Mozart's Magic Flute was presented to these children by watching the Metropolitan Opera's latest film performance. Because this opera seized the children's imagination, their interest was scaffolded for eight weeks. This musical adventure was recorded through naturalistic observations, including videos, photographs and drawings with the children's own responses a focus of this event. The experiences of one child, Ruby, are used here as an example of children's potential when the adult world engages them in intelligent dialogue.

Tell Me Lies

This case explores the impact of being closeted on a gay, male preschool educator and the ways in which homophobic culture is fostered in one early learning center. Although sometimes protective, being challenged to hide one’s sexual orientation most always has negative consequences for the individual and society. Internalized homophobia silences and devalues individuals, and maintains a dominant homophobic culture. The complicated relationships between sexual orientation, race, class, and gender are also illuminated. This case encourages education administration students to consider the impact of homophobia on individual staff members and to imagine possibilities for advocacy and adequate staff support.

The KhoeSan Early Learning Center Pilot Project: Negotiating Power and Possibility in a South African Institute of Higher Learning

As we search for a new paradigm in post-apartheid South Africa, the knowledge base and worldview of the KhoeSan first Indigenous peoples is largely missing. The South African government has established various mechanisms as agents for social change. Institutions of higher learning have implemented transformation programs. KhoeSan peoples, however, have obtained limited successes through their engagements with these institutions. This article looks at the implementation process of the KhoeSan Early Learning Center Pilot Project as a case study to explore the various challenges faced by KhoeSan first Indigenous peoples and project development in South Africa. This project was a collaborative effort between the University of the Free State and the Free State KhoeSan Language Council. The article discusses these challenges, as well as current discourses, with possible recommendations for constructive redress.

Discovering Music through Chick Corea in Early Learning Centers in Spain: Proposals and Materials

A description of a listening activity for Children’s Song, a piece by Chick Corea, is introduced and developed. The use of materials and strategies for music making in early childhood settings was developed as a result of a teacher training and consultancy program implemented in a network of early learning centers in Spain. The main lines of thought that underpin the program’s resources and achievements are explained in this article.

High-Performance Green Building Design Process Modeling and Integrated Use of Visualization Tools

High-performance green buildings require close integration of building systems with a special focus on energy, daylighting, and material analysis during their design processes. Design process modeling and use of visualization tools can facilitate better communication and collaboration between team members; hence better integration in the design process. This paper presents a case study of the integrated design process of an Early Childhood Learning Center as performed by a team of university students and faculty. A process modeling approach of key decisions, required consultants, and virtual prototypes of the building was used during the design development stages of the case study. This case illustrates the use of process modeling and visualization tools to provide an accurate building information system for integrated teams. Through this experience, process modeling and visualization tools were found to be useful mechanisms to achieve high performance design goals and minimize design process waste.

News

A mother has launched a campaign against the Early Learning Centre for its ‘pinkification’ of toys for girls.

Too much ‘pinkification’

A mother has launched a campaign against the Early Learning Centre for its ‘pinkification’ of toys for girls.

Preservice Teachers Conducting Action Research in Early Education Centers

The purpose of this study was to investigate the use of action research by ten preservice teachers earning their associate's degree in early childhood education from a small university in the West. Their goal was to assess the impact of their teaching on student learning with children birth to 8 years of age. This study represents the use of undergraduate action research in early childhood at the associate degree level, and also contributes to the early childhood teacher education knowledge base in the use of the action research method in early learning centers as a means of professional development as well as a tool to guide daily instruction, problem solving, and decision making. Using a variety of informal assessment procedures, the preservice teachers studied the effects of specific learning strategies or activities, first upon the development and learning of the young children they taught, and then upon the results from the assessments in order to guide further instruction.