European Early Childhood Education Research Research Articles

Leave only footprints: how children communicate a sense of ownership and belonging in an art gallery

ABSTRACT Despite rapid growth in young children visiting museums, and an increasing acknowledgement that these visits are important to children’s development as cultural citizens [Mudiappa and Kluczniok 2015. “Visits to Cultural Learning Places in the Early Childhood.” European Early Childhood Education Research Journal 23 (2): 200–212] there is still relatively little published research on children’s encounters with them [Hackett, Holmes, and Macrae 2020. Working with Young Children in Museums: Weaving Theory and Practice. London: Routledge]. Our practitioner-led ‘playgroup-in-residence’ explored how young children made sense of the museum in dialogue with the objects, spaces, and people within it. Working within an interpretivist framework, we collectedrich multimodal data and used grounded theory to identify significant patterns in children’s responses. One important theme was the way in which children made marks and left traces to both explore and communicate their emerging sense of belonging within the museum. Our findings have implications for understanding how young children enter into dialogue with environments outside the home. This work is important as we emerge from the COVID-19 pandemic, during which children have spent long periods at home. It is vital that we support them to forge relationships with places and spaces within the wider community.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

Local Content Curriculum Model for Early Childhood Scientific Learning

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Outstanding Educator Performance: Professional Development in Early Childhood Education

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
 Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Pedagogically mediated listening practices; the development of pedagogy through the development of trust

ABSTRACTThis paper reports on a segment of Ph.D. research which was undertaken to develop participatory pedagogy working specifically within a praxeological paradigm [Oliveira-Formosinho, J., and J. Formosinho. 2012a. “Praxeological Research in Early Childhood: a Contribution to a Social Science of the Social.” European Early Childhood Education Research Journal 20 (4): 471–476; Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492]. It focuses on the development of listening practices through a process of pedagogic mediation [Oliveira-Formosinho, J., and J. Formosinho. 2012b. Pedagogy-in Participation: Childhood Association Educational Perspective. Porto: Childhood association and Porto Editoria]. The research was carried over two academic years in a private day care setting in England and aimed to enhance pedagogic practice with three and four-year olds. This qualitative methodology encompassed ethnographic techniques to develop a case study [Stake, R. 1995. The Art of Case Study Research. London: Sage]. It researched the development of participatory practice through pedagogic mediation, as developed by the Childhood Association, Portugal (Oliveira-Formosinho and Formosinho 2012b). This paper reports on two listening methods which were developed between researcher, practitioner and the children in the setting. These methods demonstrate the co-constructed participatory pedagogy and the isomorphic nature of learning [Formosinho, J., and J. Formosinho. 2016. “The Search for a Holistic Approach.” In Assessment and Evaluation for Transformation in Early Childhood, edited by J. Formosinho, and C. Pascal, 93–106. London: Routledge].

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

ABSTRACTThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education [see, for example, Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351–361; Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programmes to job retention. European Early Childhood Education Research Journal, 23(3), 362–369; Simpson, R. (2014). Doing gender differently. Men in caring occupations. In S. Kumra, R. Simpson, & R. J. Burke (Eds.), The Oxford handbook of gender in organizations (1st ed.). Oxford: Oxford University Press)]. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews were conducted with 38 men attending the preschool teacher-training programmes at three Swedish universities. The result shows two main themes for negotiation that were called ‘Becoming and being a “breaker”’ and ‘Coping with sticking out’.

Play and playfulness in early childhood education and care

This article is a modified version of a previous paper Singer, E. (2013). and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21, 172-184. http://www.tandfonline.com/doi/abs/10.1080/1350293X.2013.789198?journalCode=recr20#.VZ0Mal_tlJAIntroductionThe founding parents of early childhood education, such as Friedrich Froebel, Maria Montessori, and Lev Vygotsky, focused the active playing and learning child (Singer, 1993). and learning go hand in hand in young children. Formal aimed at instruction and the transmission of knowledge are seen as teacher-centered. Play curricula were, and are, seen as child-centered and developmentally appropriate for young children. Many developmental studies have demonstrated the educational benefits of play (Walsh, Sproule, McGuinness, Trew,& Ingram, 2010). Neuropsychological studies have given new scientific arguments for the belief that play and learning are closely related in young children (Panksepp, 2012). During play, intense positive emotions, actions, and sensory experiences go hand in hand. experiences have a major impact learning. But play in which play is used as an educational tool can have drawbacks. According to Sutton-Smith (1997), the belief in play as an educational tool has become so dominant that we tend to forget the playing child. Children's ideas of play generally center on having fun, being outdoors, being with friends, choosing freely (p. 49). But teachers tend to behave too teacherly and misuse children's play to attain their own educational goals, thus spoiling children's fun (Pramling Samuelsson & Asblond Carlsson, 2008). In this article I rethink the importance of play from the perspective of children and the perspective of teachers. I argue that play and playfulness are a resource of shared pleasure and creativity for teachers and young children. The playfulness of teachers helps to prevent young children from becoming overburdened with strict rules and group discipline.What is play?In Homo Ludens the Dutch historian Johan Huizinga (1938/1955) analyzes the phenomenon of play in human cultures. His play theory is still acknowledged as a ground-breaking study for modern theories about play. He writes: First and foremost, all play is a voluntary activity. ...Child and animal play because they enjoy playing, and therein precisely lies their freedom (p. 8). The basic motive for play is the experience of pleasure that it affords. Huizinga gives the example of two puppies involved in play-fighting. keep to the rule that you shall not bite, or not bite hard, your brother's ear. They pretend to get angry. And what is most important -- in all these doings they plainly experience tremendous fun and enjoyment (Huizinga, 1955, p. 1). Humans also play for pleasure. These experiences can be captured only in qualitative descriptions of feelings like excitement, tension, release, uncertainty, togetherness, surprise, risk, balance. Children do not play for some educational benefit that is more valuable than play. For instance, 3-year olds do not jump up and down to practice motor skills but because jumping up and down is fun.The play-world: rhythms, repetition, roles, and rulesPlay presumes an intense relationship with the immediate social and physical environment. Children play with a friend or an adult, and they play with objects. In relation to other people and the surrounding environment, the playing child creates a play-world that is different from the ordinary world. The child and play partner create a shared play-world by using rhythms, rules, and roles. Detailed analyses of parent-infant interactions, for instance, show how a shared play-world is created. The infant and parent communicate by imitating each other, through eye contact, by taking turns, and by repeating, varying, and improvising sounds and gestures (DeZutter, 2007; Trevarthen, 2011). …

Children's strategies in addressing bullying situations in day care and preschool

Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three- to seven-year-old children answered the question ‘another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, 15(3), 365–377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction.

Panel of Referees and Translators

"Panel of Referees and Translators." European Early Childhood Education Research Journal, 21(4), p. 596

The Politics and Economics of Comparison

The Politics and Economics of Comparison

Learning and participation: two interrelated key‐concepts in the preschool

ABSTRACT At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Mälardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical‐incident method. The participants were asked in a critical‐incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other. RÉSUMÉ: Lors du Congrès de l’EECERA à Prague, à l’automne 2007, un groupe de travail international, de formateurs d’enseignants et de chercheurs s’était constitué pour discuter et étudier ce que l’apprentissage et la participation signifiaient pour les futurs enseignants du préscolaire et les équipes qui travaillent avec de jeunes enfants. En Suède, la première de ces études exploratoires a été conduite par l’Université Mälardalen et par l’Université de Stockholm, et 56 enseignants du préscolaire ainsi que 56 enseignants en formation y ont participé. L’étude a été conduite avec la méthode de l’incident critique. Les participants ont été interrogés avec un questionnaire sur la façon dont ils comprennent les concepts et les liens entre apprentissage et participation. Des questions ont également été conçues de telle sorte que les participants aient l’opportunité de lier les concepts d’apprentissage et de participation dans une situation réelle préscolaire. Les résultats montrent que les enseignants et les étudiants définissent de façon similaire les significations de l’apprentissage et de la participation. Ils montrent aussi qu’apprentissage et participation sont clairement reliés entre eux. ZUSAMMENFASSUNG: Auf der EECERA‐Konferenz in Prag im Herbst 2007 bildete sich ein internationales Netzwerk aus Lehrerausbildung und Forschung um zu diskutieren und zu untersuchen, was Lernen und Teilhabe für frühpädagogische Fachkräfte und Studierende bedeutet, die mit jungen Kindern arbeiten. In Schweden wurde die erste dieser explorativen Studien an der Mälardalen Universität und der Universität von Stockholm durchgeführt, an der 56 Pädagogen und 56 Studierende teilnahmen. Die Studie wurde mit der Methode der wesentlichen Ereignisse durchgeführt. In einem Fragebogen zu wesentlichen Ereignissen wurden die Teilnehmenden gefragt, wie sie die Konzepte von Lernen und von Teilhabe und die Beziehungen zwischen diesen verstanden. Die Fragen waren so konstruiert, dass die Befragten die Konzepte von Lernen und Teilhabe mit realen Situationen in der vorschulischen Einrichtung verknüpfen konnten. Die Ergebnisse zeigen, dass die frühpädagogischen Fachkräfte und Studierenden die Bedeutung von Lernen und Teilhabe in ähnlicher Weise definieren. Es wurde auch gezeigt, dass Lernen und Teilhabe klar aufeinander bezogen sind. RESUMEN: En Conferencia de la Asociación Europea de Educación Preescolar (EECERA) realizada en Praga el año 2007, se formó un red internacional de investigadores y profesores con el fin de investigar y discutir acerca de lo que el aprendizaje y la participación significan para los estudiantes de pedagogía preescolar y para el personal que trabaja con niños pequeños. En Suecia el primero de esos estudios explorativos fué realizado en las universidades de Mälardalen y de Estocolmo, y en el cúal participaron 56 profesores preescolares y 56 estudiantes de pedagogía preescolar. El estudio fué realizado con el método de incidentes críticos. Los participantes llenaron un cuestionario con incidentes críticos acerca de cómo entienden los conceptos de aprendizaje y de participación, y acerca de la relación entre ellos. Las preguntas fueron construídas de tal forma que los participantes tuvieron la oportunidad de conectar los conceptos de aprendizaje y participación a situaciones reales en la preescuela. Los resultados muestran que los profesores preescolares y los estudiantes de pedagogía preescolar respondieron de forma similar. También se muestra que el aprendizaje y la participación estan claramente conectados unos a otros.

Developing Educational Materials to Facilitate Adherence: Pediatric Thrombosis as a Case Illustration

Developing Educational Materials to Facilitate Adherence: Pediatric Thrombosis as a Case Illustration

New policy conclusions from starting strong II an update on the OECD early childhood policy reviews

(2006). New policy conclusions from starting strong II an update on the OECD early childhood policy reviews. European Early Childhood Education Research Journal: Vol. 14, No. 2, pp. 141-156.

Conducting research with young children: some ethical considerations

The recent foundation of a ‘Young Children's Perspectives’ special interest group in the European Early Childhood Education Research Association (EECERA) reflects a general move in social research towards the respectful and inclusive involvement of children in the research process. However, established education research guidelines often provide no more than a loose ethical framework, appearing to focus on avoiding poor ethical conduct rather than proposing ways forward for making children's participation in research a positive experience. This short paper draws on my own experiences of conducting ESRC‐funded ethnographic video case studies on the ways four three‐year‐old children express their understandings at home and in a preschool playgroup during their first year of early years education. The paper reflects on the processes of negotiating initial and ongoing consent, problematises the notion of ‘informed’ consent in exploratory research with young children, and considers questions of anonymity when collecting and reporting on visual data. The paper proposes that by adopting a flexible, reflective stance, early years researchers can learn much from children, not only about their perspectives, but also about how to include young children in the research process.

Once upon a Time in Europe

Previous articleNext article No AccessOnce upon a Time in EuropeRosi BraidottiRosi Braidotti Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Signs Volume 25, Number 4Summer, 2000Feminisms at a Millennium Article DOIhttps://doi.org/10.1086/495520 Views: 3Total views on this site Citations: 2Citations are reported from Crossref Copyright 2000 The University of ChicagoPDF download Crossref reports the following articles citing this article:Michel Vandenbroeck, Griet Roets, Aïsja Snoeck Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education, European Early Childhood Education Research Journal 17, no.22 (Jun 2009): 203–216.https://doi.org/10.1080/13502930902951452Kartik Varada Raj Paradoxes on the Borders of Europe, International Feminist Journal of Politics 8, no.44 (Dec 2006): 512–534.https://doi.org/10.1080/14616740600945081

Commentary: The Transition to School: Opportunities and Challenges for Children, Families, Educators, and Communities

Previous articleNext article No AccessCommentary: The Transition to School: Opportunities and Challenges for Children, Families, Educators, and CommunitiesSharon Landesman Ramey and Craig T. RameySharon Landesman Ramey Search for more articles by this author and Craig T. Ramey Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 98, Number 4Mar., 1998Special Issue: Transitions Article DOIhttps://doi.org/10.1086/461896 Views: 40Total views on this site Citations: 24Citations are reported from Crossref Copyright 1998 The University of ChicagoPDF download Crossref reports the following articles citing this article:Kylie L. Garber, Tiffany J. Foster, Michael H. Little, Lora Cohen-Vogel, Mary Bratsch-Hines, Margaret R. Burchinal Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills, Early Education and Development 34, no.22 (Jan 2022): 426–448.https://doi.org/10.1080/10409289.2022.2026191Funda ULUGÖL, Esra ERBAŞ ÖZEL GEREKSİNİMİ OLAN ÖĞRENCİLERİN OKUL DÖNEMİ GEÇİŞLERİ: YAŞANAN ZORLUKLAR VE ÇÖZÜM ÖNERİLERİ, Trakya Eğitim Dergisi (Apr 2020): 444–459.https://doi.org/10.24315/tred.659308 Myung-Lim Chang, 김선미 Parents’perceptions, actual condition and support plan for elementary school children, Korean Journal of Early Childhood Education 38, no.33 (Jun 2018): 263–287.https://doi.org/10.18023/kjece.2018.38.3.011Caroline Gooden, Beth Rous Effective Transitions to Kindergarten for Children with Disabilities, (Jun 2018): 141–162.https://doi.org/10.1007/978-3-319-90200-5_6Annarilla Ahtola, Piia Maria Björn, Tiina Turunen, Pirjo-Liisa Poikonen, Marita Kontoniemi, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi The Concordance between Teachers’ and Parents’ Perceptions of School Transition Practices: A Solid Base for the Future, Scandinavian Journal of Educational Research 60, no.22 (Feb 2015): 168–181.https://doi.org/10.1080/00313831.2014.996598 ???, ??? Current Difficulties and Support Needs of Parents of Children with Disabilities in Elementary School Experienced Full Inclusion at Child Care and Education Center, The Journal of Special Children Education 16, no.22 (Jun 2014): 255–285.https://doi.org/10.21075/kacsn.2014.16.2.255Corey D. Pierce, Deborah A. Bruns Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School, Early Childhood Education Journal 41, no.55 (Jan 2013): 347–354.https://doi.org/10.1007/s10643-012-0572-3Kay Margetts, Nkidi Caroline Phatudi Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa, European Early Childhood Education Research Journal 21, no.11 (Mar 2013): 39–52.https://doi.org/10.1080/1350293X.2012.760341Wai Ling Chan Expectations for the transition from kindergarten to primary school amongst teachers, parents and children, Early Child Development and Care 182, no.55 (May 2012): 639–664.https://doi.org/10.1080/03004430.2011.569543Annarilla Ahtola, Gintautas Silinskas, Pirjo-Liisa Poikonen, Marita Kontoniemi, Pekka Niemi, Jari-Erik Nurmi Transition to formal schooling: Do transition practices matter for academic performance?, Early Childhood Research Quarterly 26, no.33 (Jul 2011): 295–302.https://doi.org/10.1016/j.ecresq.2010.12.002A. Petriwskyj Kindergarten Transitions and Linkages to Primary School – Readiness Re-conceptualized, (Jan 2010): 120–125.https://doi.org/10.1016/B978-0-08-044894-7.01180-5 김화영, 조윤경 Survey On Elementary And Preschool Teachers' Recognition Of Transition Skills Needed For Children With Special Needs At The Entrance Of Elementary School, The Journal of Special Children Education 11, no.33 (Sep 2009): 157–178.https://doi.org/10.21075/kacsn.2009.11.3.157Sara Stevens Zur, Elissa Johnson-Green Time to Transition: The Connection between Musical Free Play and School Readiness, Childhood Education 84, no.55 (Aug 2008): 295–300.https://doi.org/10.1080/00094056.2008.10523029Beth Rous, Christine Teeters Myers, Sarintha Buras Stricklin Strategies for Supporting Transitions of Young Children with Special Needs and Their Families, Journal of Early Intervention 30, no.11 (Jul 2016): 1–18.https://doi.org/10.1177/105381510703000102Beth Rous, Rena Hallam, Gloria Harbin, Katherine McCormick, Lee Ann Jung The Transition Process for Young Children With Disabilities, Infants & Young Children 20, no.22 (Apr 2007): 135–148.https://doi.org/10.1097/01.IYC.0000264481.27947.5f David T. Burkam Deborah L. Michaels Valerie E. Lee School Grade Span and Kindergarten Learning Burkam, Michaels, Lee, The Elementary School Journal 107, no.33 (Jul 2015): 287–303.https://doi.org/10.1086/511708 A Model Universal Prekindergarten Program, (Jul 2006): 241–261.https://doi.org/10.1017/CBO9781139167284.013Prathyusha Sanagavarapu, Bob Perry Concerns and Expectations of Bangladeshi Parents as their Children Start School, Australasian Journal of Early Childhood 30, no.33 (Sep 2005): 45–51.https://doi.org/10.1177/183693910503000308Anne Petriwskyj, Karen Thorpe, Collette Tayler Trends in construction of transition to school in three western regions, 1990–2004, International Journal of Early Years Education 13, no.11 (Jan 2005): 55–69.https://doi.org/10.1080/09669760500048360 Laura Desimone , Brandyn Payne , Nicole Fedoravicius , Christopher C. Henrich , and Matia Finn-Stevenson Comprehensive School Reform: An Implementation Study of Preschool Programs in Elementary Schools, The Elementary School Journal 104, no.55 (Oct 2015): 369–389.https://doi.org/10.1086/499758Wong Ngai Chun A Study of Children's Difficulties in Transition to School in Hong Kong, Early Child Development and Care 173, no.11 (Mar 2003): 83–96.https://doi.org/10.1080/0300443022000022440Wilfried Griebel, Renate Niesel Successful Transitions: Social Competencies Help Pave the Way into Kindergarten and School, European Early Childhood Education Research Journal 11, no.sup1sup1 (Jun 2018): 25–33.https://doi.org/10.1080/1350293X.2003.12016703David Achanfuo Yeboah Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the research literature, Early Years 22, no.11 (Mar 2002): 51–68.https://doi.org/10.1080/09575140120111517Carl Corter, Janette Pelletier Parent and Community Involvement in Schools: Policy Panacea or Pandemic?, (): 295–327.https://doi.org/10.1007/1-4020-3201-3_15

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Literacy in Three Metaphors

Although literacy is a problem of pressing national concern, we have yet to discover or set its boundaries. This observation, made several years ago by a leading political spokesman (McGovern 1978), echoes a long-standing complaint of many policymakers and educators that what counts as literacy in our technological society is a matter "not very well understood" (Advisory Committee on National Illiteracy 1929). A dominant response of scholars and researchers to this perceived ambiguity has been to pursue more rigorously the quest for definition and measurement of the concept. Many approaches have been taken (among them, Adult Performance Level Project 1975; Bormuth 1975; Hillerich 1976; Kirsch and Guthrie 1977-78; Miller 1973; Powell 1977), and at least one attempt (Hunter and Harman 1979) has been made to put forward an "umbrella definition." Each of these efforts has identified important parameters of literacy, but none has yet won consensual agreement (for a thoughtful historical and conceptual analysis of shifting literacy definitions, see Radwin [1978]). The definitional controversy has more than academic significance. Each formulation of an answer to the question "What is literacy?" leads to a different evaluation of the scope of the problem (i.e., the extent of illiteracy) and to different objectives for programs aimed at the formation of a literate citizenry. Definitions of literacy shape our perceptions of individuals who fall oh either side of the standard (what a "literate" or "nonliterate" is like) and thus in a deep way affect both the substance and style of educational programs. A chorus of clashing answers also creates problems for literacy planners and educators. This is clearly evident in the somewhat acerbic comments of Dauzat and Dauzat (1977, p. 37), who are concerned with adult basic education: "In spite of all of the furor and the fervor for attaining literacy . .. few have undertaken to say what they or anyone else means by literacy.