Transforming early childhood discipline policy through collaborative research and evaluation.

2021 ◽  
Author(s):  
H. Callie Silver ◽  
Katherine M. Zinsser ◽  
Courtney A. Zulauf-McCurdy ◽  
Allison Lowe-Fotos ◽  
Lori Orr ◽  
...  
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Discipline Policy

scholarly journals Vision led = vision fed

2016 ◽  
Vol 9 (2) ◽  
pp. 1-14
Author(s):  
Karen L Martin
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Early Childhood ◽  
Research Program ◽  
Collaborative Research ◽  
Research Capacity ◽  
Research Network ◽  
Research Capacity Building ◽  
Childhood Education

As the National Indigenous Knowledges and Research Network (NIRAKN) reaches its completion as an entity in 2016, this paper takes up the invitation to its members to write about the key learnings, benefits and challenges experienced as a member of NIRAKN’s Indigenous Sociology, Indigenous Knowledge and Technology node. The author discusses the role of NIRAKN in progressing the scholarship of Aboriginal early childhood education through its collaborative research program, raising the bar regarding Aboriginal knowledges in higher education through its network connections and aspects for holding ground in Aboriginal research capacity building, particularly in the area of qualitative research methodologies. These discussions serve to highlight that, as the NIRAKN model has been led by a strong vision, it has fed change and achieved its visions.

The Octopus Project—‘I was Making Bing and Bong’: Children's Conceptions of their Own Musical Improvisations

1998 ◽  
Vol 23 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Helen Dilkes
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Research Process ◽  
Early Childhood Setting ◽  
Musical Play ◽  
Natural Context ◽  
Musical Knowledge ◽  
Phenomenographic Study ◽  
Shed Light ◽  
Children’S Conceptions

This article describes a phenomenographic study of children's experience of music in the natural context of an early childhood centre. Within a large collaborative research venture, The Octopus Project, children were observed improvising on musical instruments. They were interviewed later about their spontaneous musical play, and transcripts of the interviews were central in the analysis. The research process, which includes the use of video, is discussed in this article. The preliminary findings presented shed light on the wealth of informal musical knowledge children bring to the early childhood setting.

Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region

1996 ◽  
Vol 21 (3) ◽  
pp. 33-40 ◽  
Author(s):  
Glenda MacNaughton
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Cross Cultural ◽  
Early Childhood Programs ◽  
South East Asian Region ◽  
Childhood Education ◽  
Asian Region ◽  
The Pacific ◽  
Cultural Exchanges ◽  
English Speaking

This articles explores the influences of political, cultural, historical and economic dynamics of the Asian region on what can be learnt about the region by English-speaking Australians and, therefore, for what can reasonably be known and said about early childhood programs by them. In doing so, it shows that learning about early childhood programs in the Asian region involves two levels of learning: learning about and learning what can be learnt about these services. The article concludes with suggestions for how English-speaking Australians might begin the process of learning about early childhood programs in the Asian region. The countries of the Pacific Rim [including Australia] face many common issues and problems in the provision of early childhood education. A great deal could be learned through international dialogue and collaborative research. (Feeney 1992, p.314) This articles explores the political and practical challenges and possibilities monolingual, English-speaking Australians face in taking up Feeney's suggestion to become involved in cross-cultural exchanges with early childhood colleagues in the Asian region.

scholarly journals Collaborative research between education and medical on study of early childhood neuroscience

2020 ◽  
Vol 3 (1) ◽  
pp. 62
Author(s):  
Jumiatmoko Jumiatmoko
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Brain Activity ◽  
Collaborative Study ◽  
Student Experiences ◽  
Information Process ◽  
Descriptive Research ◽  
Collaborative Studies ◽  
Depth Interview ◽  
Qualitative Descriptive

Student experiences information process causing particular behaviors while studying. Neuroscience is a study to understand behavior and mental process based on brain activity. In Indonesian, collaborative study between education and medicine on preschool-aged children’s neuroscience is still scarce. In fact that using this collaboration, some elements related to student’s behavior and information process can be seen. This paper spells out potential collaborative studies on neuroscience of preschool-aged children. This study is categorized into qualitative descriptive research. The data were collected through an in-depth interview with the head of education and research section of UNS Hospital and document study. The result of the study found a number of potential collaborative studies between UNS Hospital and ECE department of UNS, namely: 1) Assessing level of stress using Bio-neurofeedback; 2) Assessing Learning comfort using Electroencephalograph; 3) Assessing Interest and Aptitude using Electroencephalograph; and 4) Therapy on Gadget Addiction using Bio-neurofeedback. Those findings can be used as a basic for further research about neuroscience in early childhood.

scholarly journals A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES

2020 ◽  
Vol 78 (6A) ◽  
pp. 1126-1136
Author(s):  
Yumiko Takagi ◽  
Paul Batten ◽  
Karen Rattenborg
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Collaborative Research ◽  
State University ◽  
Colorado State University ◽  
Childhood Education ◽  
Excellent Research ◽  
International Collaborative ◽  
International Collaborative Research ◽  
The U.S

International collaborative research has great value in helping each of the participant’s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements. As the trend in Japan towards nuclear families continues in tandem with Japan’s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan’s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving. This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research. Keywords: collaborative exchange, childcare, early childhood education, international collaboration

scholarly journals Doing Anti-Homophobia and Anti-Heterosexism in Early Childhood Education: Moving beyond the Immobilising Impacts of ‘Risks’, ‘fears’ and ‘silences’. Can We Afford Not To?

2005 ◽  
Vol 6 (2) ◽  
pp. 175-188 ◽  
Author(s):  
Kerry Robinson
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Collaborative Research ◽  
Teacher Educator ◽  
Status Quo ◽  
Childhood Education ◽  
The Past ◽  
Powerful Means ◽  
The Status

This article explores the notion of ‘risk’ and the consequences of both ‘taking risks' or ‘not taking risks' in doing anti-homophobia (or anti-heterosexist) education within broader anti-bias and social justice agendas in early childhood education. Informed primarily by the author's collaborative research and experience as a teacher educator in cultural diversity and social justice issues over the past decade, this discussion focuses on the discursive and material barriers that reinforce negative readings of taking risks, within personal, institutional and societal contexts, in relation to doing anti-homophobia education with children as part of early childhood education curricula. The article explores ‘risk’ as a social construction, operating as a powerful means of societal control in order to maintain the status quo and dominant power relations that underpin societal inequalities, especially those related to the rigid binary heterosexual us/homosexual them. The question of whether early childhood educators can afford to ‘risk’ not doing anti-homophobia education as part of their anti-bias or social justice agendas becomes the pertinent issue explored in this article.

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