scholarly journals Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children

2020 ◽  
Vol 34 (5) ◽  
pp. 354-370
Author(s):  
Yuwei Xu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Childhood Education ◽  
Education And Care

scholarly journals When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

2020 ◽  
Vol 45 (4) ◽  
pp. 336-347
Author(s):  
Hem Chand Dayal ◽  
Lavinia Tiko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Small Island ◽  
Research Approach ◽  
Childhood Education ◽  
Education And Care

In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

Civic Action and Learning with a Community of Aboriginal Australian Young Children

2017 ◽  
Vol 42 (4) ◽  
pp. 87-96 ◽  
Author(s):  
Louise Gwenneth Phillips ◽  
Kerryn Moroney
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Cultural Values ◽  
Collective Responsibility ◽  
The United States ◽  
Civic Action ◽  
Civic Learning ◽  
Childhood Education ◽  
Education And Care

CIVICS AND CITIZENSHIP ARE increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic action and learning with young children: Comparing approaches in Australia, New Zealand, and the United States, this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focusing on families, communities and neighbourhoods. Cultural readings of illustrative examples on how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed, highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education.

scholarly journals Theatrical Scrawls. The Aesthetic Creations of Young Girls and Young Boys Scribble the Scene

2021 ◽  
Vol 19 (2) ◽  
pp. 169-177
Author(s):  
Flávio Santiago ◽  
Ana Lúcia Goulart de Faria
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching Methods ◽  
Aesthetic Movement ◽  
Childhood Education ◽  
The Arts ◽  
Education And Care ◽  
The Aesthetic ◽  
Ways Of Being

The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new ways of being an educator, without making use of formal teaching methods.

An animated story created by a group of young children

2021 ◽  
pp. 146879842098875
Author(s):  
Marianne Undheim ◽  
Trude Hoel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Qualitative Case Study ◽  
Field Observations ◽  
Childhood Education ◽  
Education And Care ◽  
Digital Stories ◽  
Empirical Material

This paper contributes to the contemporary focus on literacy and digital stories in early childhood education and care (ECEC) institutions. When a group of young children create an animated story together, they might collaborate, both with their peers and with their teacher. By drawing on social semiotic multimodal perspectives as the theoretical framework, the purpose of this paper is to describe and explore how different modalities and narrative devices contribute to the development of an animated story created by six children (aged 4-5 years) and a teacher in collaboration. The study is a qualitative case study, focusing on contemporary events in a Norwegian kindergarten. The empirical material consists of video-recorded field observations of the process as well as the final product. Through an inductive exploration of the development of verbal narrative, three analytical strands are identified: i) verbal narrative in the final product, ii) multimodal narrative in the final product, and iii) narrative devices applied by the children during the process. The findings demonstrate the importance of including and considering the process, the product, narrative devices and all the modalities—in particular the kineikonic mode—when creating an animated story with young children. An implication of these findings is for ECE teachers and researchers to acknowledge and integrate all the various aspects that contribute to the final product when young children create animated stories.

scholarly journals The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255023
Author(s):  
Nicole Toussaint ◽  
Martinette T. Streppel ◽  
Sandra Mul ◽  
Marielle Balledux ◽  
Karen van Drongelen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Childhood Education ◽  
Education And Care ◽  
Randomised Controlled ◽  
Positive Effect

The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers’ knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers’ and children’s BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers’ knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers’ and children’s BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.

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