Practice In Early Childhood Education Research Articles

Classroom (in) discipline: behaviour management practices of Greek early childhood educators

ABSTRACT This study explored which restrictive and/or punitive behaviour management practices are most frequently used by Greek early childhood educators in an attempt to control children’s inappropriate behaviours and the personal or professional characteristics that could affect Greek educators’ use of such practices. The sample consisted of 105 early childhood educators working in day-care centres (paidikos stathmos) for children from 2-and-a-half to 4–5 years old. Participants completed a demographics questionnaire and a questionnaire regarding children’s behaviour management practices. This study’s results showed that working experience was the only significant predictor of participants’ overall use of restrictive and/or punitive practices.

Shared Book-Reading in Early Childhood Education: Teachers' Mediation in Children's Communicative Development.

Fostering communicative skills in young children is essential for their holistic development. Book-reading activities have been shown to be a valuable tool for supporting communicative exchanges between children and adults, but there is limited research on actual educational practices with children under 3 years old. This experimental study explores teaching practices in Chilean early childhood education with children from 4 to 17 months of age. We focused on children’s performance of diverse communicative signs, as well as on the effect of the teacher’s mediation (signs and strategies) in a triadic shared-reading interaction (teacher-child-book). The study is part of a larger cross-sectional project. We conducted an experimental study following a pre-test–post-test design with 11 children, who were randomly assigned to either the control or the experimental group. In addition, we conducted a 6-week intervention on shared book reading between the pre- and post-test stages. We observed that children used a wide range of communicative signs when engaging in shared interactions with their teacher and different books. In the experimental group, children performed more communicative signs after participating in the intervention than at the beginning of the study. The reading experience that they gained through the intervention could also explain the larger proportion of uses of the books, as compared to their control counterparts. Additionally, children performed different combinations of vocalizations, words, or repetitions within a single use. The conventional use of a book is not evident for an infant, and as such it requires the systematic and semiotically mediated action of an adult to be consolidated. We conclude that offering preschool teachers a diverse selection of books enables them to better adjust to the particularities of each child. In this scenario educators are able to promote efficient spaces for children’s participation, increasing the complexity and variety of their communicative repertoire.

“Eu acho estranho!” Compreensões da presença de profissionais homens em contextos interculturais da Educação Infantil

Este artigo apresenta os resultados parciais de uma pesquisa mais ampla que visou investigar as compreensões da prática pedagógica em educação infantil (EI) a partir de videogravação. A referida pesquisa utiliza o método Sophos que combina a apresentação de filmes do cotidiano da EI de contextos contrastantes e sua discussão em grupos focais (GF), formados de pessoas ligadas ao campo de investigação. O estudo se inspira na pesquisa de Jensen e envolveu a edição de dois filmes do cotidiano da educação infantil, no Brasil e na Dinamarca, e sua exibição a vários GF. Para este artigo, foram alvo de análise, à luz das teorias de gênero, as compreensões da presença de profissionais homens, a partir das discussões ocorridas em sete GF realizados no estado de Alagoas. Os resultados indicam que a presença masculina na EI ainda provoca reações de estranhamento, revelando poder do método ao colocar em confronto experiências distintas, familiar (brasileira) e estrangeira (dinamarquesa).

Tecnologias digitais na Educação Infantil: representações sociais de professoras

This article presents the results of a research that aimed to identify the social representations of teachers about digital information and communication technologies (TDIC) in the pedagogical practice in early childhood education. The research had a o this end, it was developed in a qualitative and quantitative approach with teachers of public schools in the state of Minas Gerais and the data were analyzed from the perspective of the theory of social representations. It was found that teachers recognize the influence of ICDT in the transformation of children's daily lives. They perceive technologies as capable of arousing the interest of children and transforming their way of thinking, acting and interpreting the world, which is eventually reflected in the context of early childhood education. Although everyday users of ICDT in their personal lives, teachers recognize difficulties in incorporating them into their pedagogical practices in early childhood education, mainly because they do not feel prepared for it.

Children’s negative experiences as a part of quality evaluation in early childhood education and care

ABSTRACT Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children’s voice in relation to the quality of ECEC. This article focuses on children’s negative experiences of ECEC as they can be used to improve services and increase children’s wellbeing. The data was collected by means of a questionnaire from 2500 children aged 2–6 years (girls 50.4%) in Finland. The data was analysed using qualitative and quantitative content analysis. According to the results, children mentioned both structural and process factors. Peer interaction among children was mentioned the most when referring to negative experiences in ECEC. We conclude that children’s negative experiences provide an opportunity for ECEC professionals to support children’s resilience and a sense of belonging, which are important elements in the process quality of ECEC.

Aprendizagem cooperativa no Ensino Superior: relato de uma experiência

Cooperative Learning (CL) is a teaching and learning methodology that aims to overcome the traditional through cooperative activities; still little adopted in higher education, presupposes the formation of heterogeneous groups. This manuscript aims to report the experience lived in the discipline “Teaching Practice in Early Childhood Education” of a Pedagogy undergraduate class using the CL methodology. 35 students from São Paulo State University - UNESP, Bauru/SP/Brazil enrolled in the 2nd year participated. The procedures required: CL alignment; training and self-appointment of work teams; blog and logo creation; routine definition of classes; formative assessment. Each work team was provided with a notebook. The activities developed through the CL promoted: a) teacher education as recommended in the National Curriculum Guidelines for initial higher education (Resolution No. 02/2015); b) use of technological innovations; c) articulation with the coordinators so that all Bachelor Degrees offered at UNESP complied with the Complementary Curriculum Guidelines for the Training of Teachers for Basic Education in the Undergraduate Pedagogy, Normal and Undergraduate Courses (CEE Deliberation No. 154/2017). It is considered that the CL contributed to the formation of all actors involved through participatory, collaborative and supportive pedagogical actions - inclusive perspective -, preparing them for the challenges presented in the educational field.

Facilitating engagement with practice: using a practice-based course model for pre-service early childhood teachers

ABSTRACT In this paper, an early childhood teacher educator and researcher describes the experience of facilitating and enacting a practice-focused course design for preservice early childhood teachers. The course utilized video analysis, practice records, rehearsal pedagogies and a focus on teacher-child interactions. The author reflects on the structure and facilitation used to help preservice teachers in engaging with these course elements. The facilitation processes employed around the practice-focused teaching-learning activities helped the PSTs engage with representations, decomposition, and approximations of practice to learn about effective teacher-child interactions, a core practice in early childhood education. Implications for early childhood teacher education are discussed.

ESCOLA DA INFÂNCIA, CIDADE E DEMOCRACIA: EM BUSCA DO EXERCÍCIO DA CIDADANIA INFANTIL

Este artigo é um diálogo entre perspectivas que pensam a educação das crianças em articulação com a visibilidade e a garantia do direito ao espaço urbano das cidades. Trata- se de um recorte da tese de doutorado de Canavieira (2019) que aborda concepções e práticas democráticas na Educação Infantil. Partimos dos estudos de Sennett (2016 e 2016), Lefebvre (2001), Lopes (2006 e 2018), tendo como objetivo principal evidenciar concepções que catalisam a integração dos bebês e das crianças pequenas na cidade, através das instituições de Educação Infantil e a relação espaço público e político. Defendemos as possibilidades de territorialização das crianças no espaço urbano como exercício da prática democrática e da cidadania e a potência da Educação Infantil nesse processo, problematizando os elementos do processo de desterritorialização do corpo infantil no espaço público. Para tanto, discutimos a ideia de território educativo cunhado na realidade da Educação Infantil Paulistana. Defendemos que a intencionalidade político-pedagógica ancorada em princípios democráticos pode garantir às crianças pequenas o direito à cidade, e a formação de corpos, mentes e subjetividades cidadãs.

PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION

The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.

Love as an act of resistance: Ethical subversion in early childhood professional practice in England

Challenging the conventional binary of morality and subversion as opposing forces, this article presents a new construct of ethical subversion in early childhood education and care professional practice. The conceptual framework combines constructs of emotional labour and care ethics, and theorising on power and subversive tactics. Text generated from focus group discussions and individual semi-structured interviews with graduate early childhood education and care practitioners provides the concrete corpus for Foucauldian discourse analysis. Critical analysis elucidates how, on the one hand, practitioners working in England experience ethical boundaries reflecting dominant discourses, while, on the other, they feel morally committed to care responsively even if it contravenes rule-based ethics. Ethical subversion is born from both reason and emotion: these are acts of loving disobedience by experienced practitioners who possess a deep understanding of risk and the critical implications of their rule-bending. Ethical subversion is relational and individualistic, supporting a care pedagogy focusing on the individual care needs of young children. Conceptualisation of ethical subversion raises important issues in the areas of ethics, management and professionalism: ethical subversion is constructed as a powerful phenomenon, with potential for effecting positive transformation in the lives of children and their families, while simultaneously augmenting constructs of professionalism in early childhood education and care in England.

The BRIDGING project – citizenship, partnership and holistic development

The aim of the text is to introduce BRIDGING, an international project that involves professionals working in educational institutions (kindergarten, school or crèche), academic and cultural institution from Poland, Portugal, Finland and Belgium. The project aims to improve the quality of practices in early childhood education through participation of children, teachers, cultural and academic staff in artistic projects in public spaces. Crucial part of BRIDGING is to promote various ways of communication of children and adults using the concept of citizenship in the context of holistic approach. Additionally our intention is to introduce the preliminary results of the first Polish part of the BRIDGING project research. The study was conducted to investigate how the project is perceived by kindergarten teachers. Although only the first results are presented here, it is already quite evident what the specific areas of teachers’ sense of vocational self-efficacy are. The results show that our respondents value the experiences brought to them by the project. In their opinion BRIDGING gave them an opportunity to acquire knowledge about their city, neighbourhood and the partners’ countries. They also stated that the project has improved their skills of using ICT tools and various art techniques.

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

Pacto nacional pela alfabetização na idade certa (pinaic) na educação infantil

Este trabalho é parte de uma pesquisa em andamento e tem como objetivo compreender o seu sentido e suas implicações do Pacto Nacional pela Alfabetização na Idade Certa - PNAIC enquanto programa de formação continuada para efetivar mudanças na qualidade social do trabalho docente na Educação Infantil. A questão problematizadora, é no sentido de compreender como a formação continuada de professores de educação infantil acerca do PNAIC, um programa voltado para a alfabetização na idade certa, tem contribuído para que o professor possa ressignificar sua prática pedagógica frente crianças de 0 a 5 anos. Para o desenvolvimento do trabalho, fundamentamos teoricamente a temática por meio de estudos exploratórios de cunho bibliográfico, com abordagem qualitativa por meio de materiais já divulgados. Considerando a relevância do tema, procuramos elucidá-lo por meio de autores que estudam o assunto em questão, considerando suas análises, tais como Duarte (2000), Martins (2012, 2018), Saviani (2007, 2011), Arce e Martins (2010), Gatti (2008), Gadotti (2013), dentre outros. Os referidos autores contribuíram com as reflexões no sentido de compreendermos que a formação continuada de professores é fruto de um longo processo de lutas e entraves políticos tendo em vista os desdobramentos e implicações dentro do complexo da educação infantil e a qualidade da educação. Conclui-se que a prática pedagógica nessa etapa de educação deverá se constituir na união dos conhecimentos adquiridos pelo professor ao longo de sua trajetória formativa e na busca de novas formas de fazer, isto é, um trabalho que que gere desenvolvimento na criança e contribua para sua formação, considerando as especificidades e características próprias da infância.

Opening up new spaces for languaging practice in early childhood education for migrant children

ABSTRACT This paper explores language practice in early childhood education for children new to the majority language, discussing how language practice can be transformed through actions such as reflexive dialogues with educators. In a Swedish action-research project, educators and researchers collaborated in reflexive dialogues to develop language practice in a preschool with large linguistic diversity. Various activities forming the basis of the dialogues were implemented, including photography by children enabling them to share their experiences. The results indicate that the educators positioned themselves between two common approaches to language practice for migrant children, i.e. multilingualism and monolingualism, a positioning evident in their language practice. Although striving for a multilingual approach, the educators’ daily activity structure and talk about the children recalled monolingual norms, assuming that people with access to several languages must master one before learning another. Through implementing actions including children’s perspectives and introducing ‘translanguaging’, language practice developed towards multilingualism, focusing increasingly on language as a process for expression and meaning-making rather than a tool for mastering the majority language. This approach turned educators away from deficit assumptions, instead emphasising children’s skills and agency.

PARENTING PRACTICES OF EARLY CHILDHOOD EDUCATION TEACHERS IN DEVELOPING EARLY CHILDHOOD COMMUNICATION AND CRITICAL THINKING SKILLS: CASE STUDIES

This study aimed to analyze the implementation and strategies of parenting practices of Early Childhood Education (PAUD) teachers to develop the communicative skills and critical thinking of early children aged 5-6 years. This study employed qualitative method with a case study. Three kindergartens (TK) whose grade or accreditation is “A” and located in Jambi Province were involved as the sites of this study. Teachers, the principles and children aged 5-6 years were chosen as the participants of the study. The findings revealed that the implementation of parenting practices of PAUD teachers in developing the communicative and critical thinking skills of children aged 5-6 years referred to the lesson plan. Moreover, it was also found that the play time in two PAUD lasted for 60 minutes and another for 20 minutes, the teachers asserted that they did not really remember the learning theory of early childhood as the learning only referred to the lesson plan made in advance. Two PAUD assessed their students based on what those students had done, and another put an indicator derived from the basic competence. The materials designs and teachers’ competence in performing the learning process focused more on developing the communicative skill than the critical thinking. Almost all indicators of teachers’ treatment aimed to improve the communicative skill of children were achieved; however, two of four indicators aimed at improving the critical thinking were not made well by the teachers. The next researchers whose interests and passion deal with this similar issue might observe and investigate the correlation between the parenting practices of PAUD teacher and parents to develop and improve the early children’s skills.

Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study

Inclusive practice in early childhood education has a critical impact on the overall development and future prospects of all children. However, early childhood teachers’ understanding and delivery of inclusive teaching have been a persistent problem. In this qualitative study, we collected data through interviews and handwritten notes from seven early childhood teachers teaching Kindergarten 3 in three different public kindergartens in one province of Thailand to explore and describe their inclusive teaching experiences. A thematic analysis of the data identified three themes: grappling with the meaning and implementation of inclusion, searching for critical support and a great desire for a transformative practice. Moreover, difficulty understanding and implementing inclusive teaching, and lack of support from school administrators led to some children being marginalised by the teachers’ pedagogical practices. Recommendations are provided for how preschool teachers’ capabilities for inclusive teaching can be developed to work effectively within the new Thai inclusive policy context.

I et spejl, i en gåde

This paper examines and compares two models of quality, which are very influential in the professional work in Danish childcare institutions: The database of Nordic Research in Early Childhood Education and Care, NB-ECEC, and the international quality measurement tool for Early Childhood Education, ECERS-3. The empirical data consists in the observation manuals and guides for both models, along with a number of documents from social educational practice, training and administrative, which refer to the two models. I show the two models to have methodological common ground, methodological positivism, which enable them to function as state simplifications, and have constitutive effects in early childhood education and care practice, as well as research. The two models combine in (re)producing methodological positivism as a naturalized methodology in research into professional practices.

Developing multilingual practices in early childhood education through professional development in Luxembourg

ABSTRACT This paper investigates seven early education practitioners’ attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observations, and interviews, show that all practitioners opened up toward multilingual activities and translanguaging, increased activities in such languages, and translanguaged frequently. The practitioners analyzed their beliefs and practices, connected theory and practice, constructed new knowledge, developed positive attitudes and changed their practice. This study is the first one to investigate the attitudes and practices of professionals in formal and non-formal education settings as well as the effect of professional development in Luxembourg. It also addresses the research gap regarding professional development on multilingualism in early childhood.

Desenvolvimento da atenção mediada e sua relação com práticas pedagógicas

Trata-se de apresentação de resultados de pesquisa fundamentada na abordagem histórico-cultural, desenvolvida com uma turma de crianças de cinco a seis anos, em uma escola de educação infantil no município de Campinas/SP, e sua respectiva professora. O objetivo foi investigar as possibilidades de desenvolvimento da atenção mediada em crianças através de práticas pedagógicas. O material empírico foi produzido por meio de encontros preparatórios com a professora para a realização de atividades, observação participante durante as atividades desenvolvidas (sete semanas) e entrevistas com a professora, no início, meio e final do período de permanência em campo. O material empírico foi analisado qualitativamente, utilizando-se elementos da abordagem microgenética. Os resultados da pesquisa demonstram que o aprimoramento da mediação e das práticas pedagógicas na educação infantil poderá oferecer maiores contribuições para o desenvolvimento infantil, bem como novas perspectivas para o estudo da atenção mediada ou superior, segundo nomenclatura de L. S. Vigotski.

Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services.

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.