Early Childhood Education Research Research Articles

Early Childhood Educational ResearchCathy Nutbrown (Sage, 2018) ISBN: 978-1-5264-3497-5 (paperback) Reviewed by Dr Anita Soni

<i>Early Childhood Educational Research</i>Cathy Nutbrown (Sage, 2018) ISBN: 978-1-5264-3497-5 (paperback) Reviewed by Dr Anita Soni

Gender and social class in Nordic early childhood educational ethnography – a meta-analysis

ABSTRACT This article provides a meta-analysis of what characterises existing ethnographic research on gender and class in the context of Nordic early childhood education. The encompasses research on education and gender or social class in the Nordic countries published in Nordic and non-Nordic scientific journals as well PhD theses published in the Nordic countries. The analysis suggests that even though Nordic countries have a reputation for being ‘role model countries’ in terms of equality and social justice, gender and especially social class have rarely been explicitly the focus of ethnographic research in the context of early childhood educational research. In terms of methodology, many of these studies make use of post-qualitative approaches to research, whereas fieldwork practices have been guided by the spirit of interactionism.

Unpacking the Mechanisms Shaping Perceptions of Quality in Early Childhood Education Research and Practice as Illuminated by Cross- Cultural Conversations Between Practitioners from Britain and Jamaica

Through cross-cultural conversations between teacher educators from Jamaica and the UK, this paper explores the drivers of how qualityECD is perceived. Our dialogue is grounded in our positional contexts: one from a context that reflects the Eurocentric model of “best-practice” and one that measures itself against it. Using thematic analysis, we highlight three overlapping drivers that shape how quality is perceived. Our findings eschew the perception that quality is represented in one way. We point to dangers of homogenistic beliefs. We suggest that deficit approaches to local contexts obscure local knowledge and sociocultural factors.

Preschool Teachers’ Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry

This paper presents findings from an on-going international study (Australia and Finland) of preschool teachers’ beliefs and pedagogical practices in the integration of technology to engage young children in learning science. Scarcely used in early childhood education research, this study is framed using Mishra and Koehler’s (2006) Technological Pedagogical and Content Knowledge (TPACK) theory. Case studies presented in this paper are undertaken with data collected from three preschools in Australia. Participant observation of teachers’ (N = 7) and children’s play experiences, and semi-structured interviews, revealed that teachers occasionally used iPads and some apps within their intentionally constructed science investigations, both for teacher-initiated research and for communicating with parents via children’s journals. Teachers were not adverse to, but rather accepting of embedding technology as a pedagogical affordance and keen on planning for multimodal science-based experiences. The findings of this study imply the need for a pedagogical shift, wherein teachers’ technological pedagogical knowledge improves in how and when to sensibly integrate technology for children’s engagement in scientific inquiry, rather than relying on hands-on experiences alone. Implications lie in more closely aligning teachers’ TPK and related practices with science content knowledge by co-researching together with children and foregrounding both teachers’ and children’s perspectives.

Social Inequality in Early Childhood Care and Education Provision in Nigeria: A Review of Literature

Early childhood care and education (ECCE) programme has been identified as a strong tool to break the cycle ofpoverty and effective means to establish the basis for further learning, prevent school drop-out, increase equity ofoutcomes and overall skill levels; hence all nations of the world call for effective investment in ECCE. Nigeriaembraced the idea of ECCE and made it a national agenda by incorporating it into the national policy. The essence isto establish access and equality for children all over the country, irrespective of gender, ethnicity, socio-economictransfer. Looking at the trend or the status of the ECCE for some years, it is as if there are lapses in the provision ofearly childhood education in the country. The study therefore examined existing research in early childhoodeducation in Nigeria between 2013 and 2017 (which are pre and post Millennium Development Goals documents) tohighlight the indicators of enrolment in ECCE, sex, and personnel to determine whether there is equality orinequality in the provision and identify the areas of inequality if there be any. The findings showed that inequalitystill exists in the provision of the ECCE programme in Nigeria. The enrolment in the programme is still low ascompared to other educational levels. Employment of personnel into the programme is also very low to the numberat the primary level. There was no visible data on the educational programme as from 2017. It is recommended thatthe government should show more commitment to the educational level.

‘유아교육학논집’에 실린 질적 연구 동향 분석 : 1997~2017년까지

‘유아교육학논집’에 실린 질적 연구 동향 분석 : 1997~2017년까지

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].

Language intervention research in early childhood care and education: A systematic survey of the literature

Children vary extensively in their language skills at school entry, and a substantial part of this variation is due to disparities in language exposure prior to school. Because these differences have continuing impact on academic, cognitive and social development, prevention and intervention programs have been developed to address deficits in early experience with language and prevent continuing difficulties. We report the findings from a systematic survey of research on non-parental interventions, with the goal of identifying strengths and weaknesses in current literature which can inform current practice and also guide the design of future research. Studies were identified using a systematic search protocol of the communication and language intervention literature for children from birth through 5 years of age. One hundred and ninety studies published between 1975 and 2015 met the specified inclusion criteria, which included the experimental manipulation of at least one relevant intervention variable and applying and testing an intervention or practice with the purpose of improving child communication or language outcomes. The studies reviewed include some well-documented and validated intervention strategies that have potential to be useful for addressing the word gap. This survey of the literature exposes gaps in the knowledge base about language interventions for infants and toddlers. Inadequacies in reporting the characteristics of child and adult study participants as well as a lack of details about the application of interventions across child care and early learning settings or their effectiveness with economically, culturally and linguistically diverse populations are addressed. Implications for the design and reporting of future research to address the word gap discussed.

Exploring the place of arts-based approaches in early childhood education research

Defined broadly as the use of art forms – music, drama, music, painting, storying and so on – to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations.

Early Childhood Education in the Era of the Fourth Industrial Revolution: Based on Brain Development

본 연구는 4차 산업혁명시대에 즈음하여 유아교육의 방향이 어떻게 되어야 하는지를 뇌 발달에 근거하여 알아보았다. 뇌 발달 연구들이 말하는 유아교육에 대한 시사점을 정리하면 다음과 같다. 첫째, 뇌의 가소성으로 인해 뇌 기능과 발달은 활발해지며 둘째, 뇌는 모델의 모방을 통해 발달하고 셋째, 뇌 발달의 민감기는 영&#8901;유아기이며 넷째, 감각의 자극은 뇌 발달에 좋은 영향을 미친다. 그리고 다섯째, 정서적 안정과 편안함은 뇌 기능 증진에 좋은 영향을 미치며 여섯째, 뇌는 사회적 상호작용을 통해 발달하고 마지막으로 뇌는 각 부위가 독자적이지만 이들이 서로 통합하여 발달한다는 것을 알 수 있었다.This study explored the direction of early childhood education based on brain development in the era of the fourth industrial revolution. The summary of brain research in early childhood education has several implications. First, the brain plasticity makes the brain function and development active. Second the brain develops copying of model’s behaviors. Third, the sensitive period of brain development is the period of infant and early childhood. Fourth, the stimulation of the senses has a positive effect on brain function and development. Fifth, the emotional security and comfort affect brain development positively. Lastly, brain function and development depends on the integration of each part of the brain.

유아교육 연구에서의 텍스트 네트워크 분석 활용 실태

본 연구는 국내 유아교육 분야에서 텍스트 네트워크 분석을 활용 실태를 파악하여 텍스트 네트워크 분석 방법의 체계적 과정 및 절차를 모색하기 위해 수행되었다. 분석대상은 국내 학술논문 데이터베이스인 RISS와 KCI 검색을 통해 수집된 학술지 논문 44편이며, 텍스트 네트워크 분석 과정에 따라 내용분석하였다. 분석결과는 다음과 같다. 첫째, 유아교육 연구에서 다양한 유형의 텍스트가 수집되고 분석되었으며, 가장 많은 언어 텍스트 유형은 학술논문이었다. 둘째, 키워드 전처리 과정을 살펴보면, 단어 추출을 통해 키워드를 선정한 경우가 가장 많았으며, 대부분 동시출현관계로 키워드 간의 관계 파악하였으나 관계의 파악의 범위를 제시하지 않은 경우가 많았다. 또한 텍스트 네트워크를 구성을 위한 행렬 구성 도구를 제시하지 않은 경우가 많았으며, 논문에 제시된 네트워크의 수와 노드의 수는 각 연구물마다 차이가 있었다. 셋째, 텍스트 네트워크의 특성을 분석하기 위해 다양한 소프트웨어가 활용되고 있었으며, 사회 연결망 분석의 지표들을 활용하여 분석한 경우가 많았다. 이상의 결과를 토대로 유아교육연구에서의 텍스트 네트워크 분석 활용 방안에 대해 논의하였다.

A historical look at theories of change in early childhood education research

•After decades of program implementation and evaluation, the early childhood education (ECE) field needs to move towards more effective and efficient strategies. One tool that has been developed to support this shift is theory of change (TOC). Though TOCs have been widely recognized for their potential utility, the extent to which they have been employed consistently in ECE research is unclear. In this paper, we draw upon a comprehensive, systematically developed archival database of high-quality ECE evaluations (N = 277) conducted over nearly five decades (1960–2007) to explore how the field has historically described and measured TOCs. We find that some components of TOCs have been used widely, and also that evaluators have increasingly measured implementation fidelity and standardization of program strategies over time. However, we additionally find that most ECE research has yet to move beyond the investigation of overall impacts towards more precise explanations of causal pathways. Instead, it remains common to focus on understanding whether a program is “effective” but relatively rare to explore how, why, for whom, and under what conditions an ECE program does or does not work.

Temporal settings in kindergarten: a lens to trace historical and current cultural formation ideals?

ABSTRACTRegulation of time is an important structuring tool of everyday practices in kindergarten. Despite the fundamental importance, investigation of temporal patterns have been underestimated in early childhood education research. The purpose of this article is to illuminate how ideas of childhood and children's cultural formation are embedded in the temporal order in everyday life of children in kindergarten. Concepts and perspectives from cultural historical theory have framed the design of the study and the research question; what cultural formation ideals can be traced in the temporal order of kindergartens in different cultural contexts. Data material has been generated in two kindergartens, one in China, and one in Norway. Observations and time studies have contributed with knowledge about what is going on in the kindergarten and the time aspect of what is going on. Semi-structured focus group interviews with the kindergarten teachers have illuminated why time is regulated as it is in the two kindergartens. The main findings indicate synchronic time and efficiency in the Chinese kindergarten and flexible individualized time in the Norwegian kindergarten. Traces of cultural formation ideals have been identified as the interdependent competitive child in the Chinese kindergarten and the independent vulnerable child in the Norwegian kindergarten.

Relations among language comprehension, oral counting, and numeral knowledge of ethnic and racial minority young children from low-income communities

This study examined the relationship between language comprehension (receptive, expressive) and numeracy skills (oral counting, number identification, number relations) in a longitudinal sample of ethnic and racial minority (Black=86%; Latino=14%) children from low-income communities. Participants were n=79 children between 1.42 to 3.42 years when early language skills were assessed, and between 4.5 to 6.33 years when school-age language and numeracy skills were assessed. Results indicated strong correlations between language and numeracy skills, independent of age and sex. Components of language comprehension were shown to positively predict numeracy outcomes. The results of subsequent mediation analyses revealed that language comprehension was indirectly related to number identification and number relations through oral counting. The findings are consistent with the perspective that linguistic skills serve as a pathway for the development of numeracy skills. This study adds to the literature by demonstrating the importance of general language comprehension measured in the first few years of life for school-age numeracy skills with a sample of children living in poverty. Implications for early childhood education and future research regarding cross-domain learning and development are discussed.

Beyond Findings: Conversations with Experts

AbstractRights in Records by Design is a three-year Australian Research Council-funded Discovery Project that is running from 2017 to 2019. This project brings together an interdisciplinary research team to investigate the recordkeeping and archival needs for those whose childhoods are impacted by child welfare and protection systems. Using a participatory action research approach the team of recordkeeping, historical, social work, early childhood education and community researchers are exploring the design of Lifelong Living Archives for those who experience childhood out-of-home Care. The goal of research and in designing the Archive is to re-imagine recordkeeping frameworks, processes and systems in support of responsive and accountable child-centred out-of-home Care, and to enable historical justice and reconciliation. Chief Investigator Associate Professor Joanne Evans and post-doctoral researcher Dr. Gregory Rolan from the Faculty of Information Technology at Monash University in Australia talk to PDT&amp;C about this project.

A Comparative Study of Trends on the Early Childhood Education Research Related to the Project Approach and the Reggio Emilia Approach

A Comparative Study of Trends on the Early Childhood Education Research Related to the Project Approach and the Reggio Emilia Approach

Guest Editor’s INTRODUCTION

It is an interesting time in human history. Being outdoors generally costs nothing and can be extremely pleasurable. Yet outdoor opportunities that were once taken for granted are diminishing (Bhosale, Duncan, & Schofield, 2017; Milteer, Ginsburg, & Mulligan, 2012; Woolley & Griffin, 2015). Rhee (2016) noted that in many Asian regions, preference for more academically oriented activities in early childhood education settings has led to both indoor and outdoor play being sidelined. Outdoors is considered to be riskier and there is still a strong image of real learning occurring indoors. While the value of outdoor play and learning is often acknowledged, many questions remain regarding pedagogies, research approaches, benefits, and even basic definitions. This special issue of Asia-Pacific Journal of Research in Early Childhood Education contributes to current debate, empirical findings, and recommendations for policy and pedagogy regarding the outdoors.

Young children’s agency: exploring children’s interactions with practitioners and ancillary staff members in Greek early childhood education and care settings

ABSTRACTMost research in early childhood education and care (ECEC) settings, in Greece and internationally, focuses on children’s relationships with their early years practitioners, but evidence regarding young children’s role in the formation of these relationships is limited. This paper focuses on 10 children, under the age of three, recognizing children’s agency and their significant contribution to the formation of interpersonal relationships with practitioners and ancillary staff members. The paper draws on findings from an ethnographic case study, conducted in two Greek day-care settings over the course of six months, which used an adaptation of the Mosaic Approach. The analysis suggests that children’s relationships with significant adults beyond the home are paramount for children and influence and shape the way they perceive and experience the settings.

Reflections of pioneers in early childhood education research on their collaboration with practitioners in the development of theories and innovative practices

This paper, based on interviews conducted for the Early Childhood Oral History Project, draws on oral life-history interviews with 14 prominent early childhood researchers who have been active since the 1970s within diverse European countries. A common theme across the interviews is the key role that collaborative research between academics and early childhood practitioners played in the construction of theories and innovative practices. The interviewees reflect on personal, social-political, epistemological and practical factors that underpinned their engagement in collaborative research, and the challenges they encountered. They give insight into the role practitioners played in the construction of education as a social-historical science – contextualised knowledge that is intrinsically related to ethics, values and innovation.

The 19th Pacific Early Childhood Education Research Association International Conference

The 19th Pacific Early Childhood Education Research Association International Conference