Understanding relationships within cultural contexts: Developing an early childhood sibling relationship questionnaire in C hina

2021 ◽  
Author(s):  
Yan Z. Wang ◽  
Yan Li ◽  
Tian‐tian Liu ◽  
Jin‐juan Zhao ◽  
You‐jia Li ◽  
...  
Keyword(s):  
Early Childhood ◽  
Sibling Relationship ◽  
Cultural Contexts

The Bicultural Imperative within the New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’

1996 ◽  
Vol 21 (3) ◽  
pp. 28-32 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Primary Site ◽  
Early Childhood Curriculum ◽  
Cultural Contexts ◽  
Language And Culture ◽  
Childhood Education ◽  
Curriculum Guidelines ◽  
Te Whāriki

The New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’, introduced in 1993, are discussed in relation to the historical and cultural contexts which underlie their development, and aspects of the bicultural focus of the document are highlighted. The document addresses the aspirations of the indigenous people of New Zealand, the Maori, for their language and culture to be protected and sustained. Early childhood is the primary site for the transmission of language and culture, and this places the onus on all early childhood educators in New Zealand to address these issues in an integrated way within the early childhood curriculum.

scholarly journals Interaction Between Significant Adult and Toddler in Russia and Vietnam

2019 ◽  
Vol 24 (6) ◽  
pp. 47-62
Author(s):  
I.N. Galasyuk ◽  
T.V. Shinina ◽  
A.A. Shvedovskaya ◽  
I.G. Morozova ◽  
E.V. Efremova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Pilot Study ◽  
Focus Group ◽  
Focus Group Interviews ◽  
Cultural Contexts ◽  
Neurocognitive Development ◽  
Child Interaction ◽  
Group Interviews

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

Pedagogical documentation and systematic quality work in early childhood: Comparing practices in Western Australia and Sweden

2020 ◽  
pp. 146394912092843
Author(s):  
Libby Lee-Hammond ◽  
Lise-Lotte Bjervås
Keyword(s):  
Early Childhood ◽  
Western Australia ◽  
Early Childhood Educators ◽  
Education Policies ◽  
Quality Work ◽  
Cultural Contexts ◽  
Pedagogical Documentation ◽  
Quality Learning ◽  
Achievement Standards ◽  
The Impact

Pedagogical documentation has been understood as an important way for early childhood educators to provide high-quality learning environments for children. The authors explore the contested nature of quality and its interpretation in two cultural contexts: in Western Australia, where pedagogical documentation is a relatively uncommon practice, and in Sweden, where pedagogical documentation is a relatively common practice. These locations were selected to provide a comparison between educators from these two different cultural and policy contexts. The main purpose of pedagogical documentation within the Swedish preschool system is to gain knowledge of how to systematically improve the quality of the preschool. This contrasts with the demands on Australian early childhood educators to ensure children meet achievement standards in the Foundation Year. Six preschool educators in each country responded to interview questions regarding what enables or hinders their systematic quality work. The participants in both countries were using some form of pedagogical documentation in their professional practice. This article draws on interview data and elaborates on the ways these educators understood the role of pedagogical documentation in what they regarded as systematic quality work. The findings provide insight into the impact of both policy and cultural contexts on individual educators' practices when using pedagogical documentation as a means to promote quality. The results indicate that differences in early childhood education policies between countries may lead to important differences in how pedagogical documentation is used by educators in their practice.

Maternal Sensitivity and Child Secure Base Use in Early Childhood: Studies in Different Cultural Contexts

2015 ◽  
Vol 87 (1) ◽  
pp. 297-311 ◽  
Author(s):  
German Posada ◽  
Jill Trumbell ◽  
Magaly Noblega ◽  
Sandra Plata ◽  
Paola Peña ◽  
...  
Keyword(s):  
Early Childhood ◽  
Maternal Sensitivity ◽  
Childhood Studies ◽  
Secure Base ◽  
Cultural Contexts
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