Space and place as a source of belonging and participation in urban environments: considering the role of early childhood education and care settings

2010 ◽  
Vol 18 (2) ◽  
pp. 199-213 ◽  
Author(s):  
Margaret Kernan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Environments ◽  
Space And Place ◽  
Childhood Education ◽  
Education And Care

Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts

2017 ◽  
Vol 18 (4) ◽  
pp. 422-433 ◽  
Author(s):  
Bridgette Redder ◽  
E Jayne White
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Peer Relationships ◽  
Care Setting ◽  
Research Attention ◽  
Childhood Education ◽  
Peer Experiences ◽  
Education And Care ◽  
Dialogic Space

While academic attention is now being paid to infant–peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant–peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant–peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant–peer experiences – one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant–peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant–peer relationships, since the dialogic space posits that there is no alibi!

scholarly journals The potential role of pedagocial documentation in Italian early education during the Coronavirus pandemic

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Maja Antonietti ◽  
Monica Guerra ◽  
Elena Luciano
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Descriptive Analysis ◽  
Pedagogical Documentation ◽  
Childhood Education ◽  
Care Services ◽  
Open Questions ◽  
Education And Care ◽  
Inclusive Processes

The practice of pedagogical documentation in the field of early childhood education and care in Italy has a long and significant tradition, starting in 1991 up to the most recent documents. The pandemic emergency and recent lockdowns in Italy are an invitation to focus attention on this theme for two main reasons: the documentation practice is indicated as functional to inclusive processes; the documenting practices of teachers and educators are changing. This paper discusses the results emerging from an explorative study carried out on the experience of distance education during the lockdown in Italy in in the context of 0-6 years early childhood education and care services collecting the opinion of 412 teachers, educators and coordinators through a questionnaire. In particular, the focus of this study will be on documentation practices through a descriptive analysis of closed answers and a content analysis of open questions. This allows to make the resilient beauty

Moderating uncertainty: The reception of refugee children in the German early childhood education and care sector

2021 ◽  
Author(s):  
Antonia Scholz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Empirical Research ◽  
Service Providers ◽  
Refugee Children ◽  
Refugee Crisis ◽  
Childhood Education ◽  
Education And Care ◽  
Local Integration

Abstract Located at the crossroads of integration and early childhood education and care (ECEC) policies, this article draws on empirical research conducted from the perspective of ECEC centres to provide insights into the local reception of refugee children in Germany. In recent years, the ECEC sector in Germany has faced the challenge of organizing access to childcare for many newly arrived children and their families—a process that has been shaped by uncertainty for policymakers and service providers alike. The article analyses data from the first survey among ECEC centres throughout Germany on this topic. It sheds light on enrolment patterns of refugee children, admission procedures, support structures and local collaboration. The results reveal the uncertainties that ECEC centres faced after the 2015 ‘refugee crisis’, and their diverse approaches. To better understand the role of ECEC centres as crucial actors in local integration processes, a conceptualization as ‘street-level’ organizations is suggested.

Tradition and Transformation in Danish Early Childhood Education and Care

2021 ◽  
Author(s):  
Karen Ida Dannesboe ◽  
Bjørg Kjær
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Special Focus ◽  
Public Provision ◽  
Childhood Education ◽  
Historical Processes ◽  
Education And Care ◽  
Role Of Parents

Denmark has a long tradition of public provision of early childhood education and care (ECEC) as part of what is known internationally as the Nordic welfare model. Both traditions and transformations within Danish ECEC are parallel to the establishment and development of this model. The emergence of child-centered pedagogy, so characteristic for Danish ECEC, is part of specific historical processes. Since the 1960s, the ECEC sector has undergone significant expansion and in 2020, most children in Denmark between the ages of 1 and 6 attend an ECEC institution. This expansion has positioned ECEC as a core universal welfare service, including a special focus on preventing injustice and inequality and on taking care of the vulnerable and disadvantaged. Early 21st-century international discourses on learning and early intervention have influenced political reforms and initiatives addressing ECEC institutions and the work of “pedagogues” (the Danish term for ECEC practitioners with a bachelor’s degree in social pedagogy). Since the 1990s, there has been growing political interest in regulating the content of ECEC, resulting in various policies and reforms that have changed the nature of Danish ECEC by introducing new learning agendas. This has been accompanied by an increased focus on the importance of the early years of childhood for outcomes later in life and on the role of parents in this regard. These tendencies are embedded in political initiatives and discourses and shape the conditions for ECEC, perceptions of children and childhood, the legitimacy of the pedagogical profession, the meaning of and emphasis on young children’s learning, the importance of inclusion, and the changing role of parents. These changes in social reforms and pedagogical initiatives interact with national historical processes and international tendencies and agendas at different levels.

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