scholarly journals Barns och elevers inflytande i förskolan och skolan: En forskningsöversikt

2020 ◽  
pp. 92-116
Author(s):  
Hanna Thuresson ◽  
Ann Quennerstedt
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Status ◽  
Student Perspective ◽  
Democratic Participation ◽  
Structural Factors ◽  
School Councils ◽  
Childhood Education ◽  
Asymmetrical Power ◽  
Participation Research

One of the responsibilities of early childhood education and school is that children and students are given ample opportunities for influence and democratic participation. Research about children’s and students’ influence in education has grown during the latest decades. This paper presents a synthesis of Swedish research on influence in education published 2005-2018. Four themes are identified as main topics in the research undertaken:  1. the significance of the teachers, in which the views and attitudes of teachers, their concrete actions and asymmetrical power relations in education are examined, 2. a child/student perspective on influence, in which students’ perceptions of influence, their actions to gain influence and how status and position in the group affects influence are highlighted, 3. formal arenas for influence, in which the content and processes of class- and school councils are analysed, and 4. the significance of structural factors, which investigates how influence is affected by factors such as gender, educational ambitions, social status and class. The central findings within these themes are clarified, and, based on the synthesis, suggestions for further research about children’s and students influence are given.

scholarly journals Democratic Participation in Early Childhood Education and Care - Serving the Best Interests of the Child

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Evelyn Eriksen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Document Analysis ◽  
Best Interests ◽  
Democratic Participation ◽  
Childhood Education ◽  
Education And Care ◽  
Key Terms ◽  
Shed Light

Abstract: The meaning of democratic participation in Early Childhood Education and Care (ECEC) remainsvague and difficult to implement. Thus, the aim of this paper is to contribute to this gap of knowledge by shed light on the meaning of democratic participation in relation to the best interests of the child, by analysing General Comment No. 14 (2013). The research uses theories on democracy in ECEC to discuss the results (Biesta, 2014, 2015; Moss, 2007, 2011; Pettersvold, 2014; Einarsdottir, Purola, Johansson, Broström, &Emilson, 2015). The study investigates how key terms (rights, participation, unity/collective, equality, influence and responsibility) relate to democratic participation. Findings indicate that these terms are used to align with ideas about the “best interests of the child”. Furthermore, the study identified specific groups of children who can be in vulnerable situations and their explicit right to express their views and to influence decisions affecting them in ECEC institutions. I therefore argue that understanding democracy in ECEC must focus on inclusion of children who can be in vulnerable situations because this is in the best interests of the child. Keywords: Best Interests of the Child, Democratic Participation, Document Analysis, General Comments

scholarly journals Improving Roma participation in European early childhood education systems through cultural brokering

2020 ◽  
Author(s):  
Sarah Klaus ◽  
Iram Siraj
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Inclusion ◽  
Early Education ◽  
Cultural Barriers ◽  
Minority Ethnic Group ◽  
Structural Factors ◽  
Case Study Methodology ◽  
Childhood Education ◽  
The Impact

The Roma are Europe's largest minority ethnic group, yet too few Roma achieve a level of education that enables them to secure employment or positive life chances. Gaps in their attainment compared to other ethnic groups start to appear in the earliest years, with Roma participating in early education at half the rate of their peers. The European Commission has established expectations to increase participation rates, but change is painfully slow. Institutionalized discrimination and poverty underpin many structural factors, such as shortages of preschool places and unaffordable fees and costs, that are in a large part responsible for the low participation of Roma in early education. Yet multiple reports highlight cultural barriers as an additional significant challenge for Roma families, and recommend employing Roma as teaching assistants to bridge cultural differences. This article presents evidence from two qualitative studies that explore the impact of employing Roma in early childhood settings. The first, a survey conducted in the 21 European countries with the largest Roma populations, establishes current hiring trends and motivations for hiring Roma early childhood education staff, and estimates that at least 40,000 additional Roma staff are needed to ensure their proportionate representation in the workforce. The second uses case study methodology to capture learning from Serbia and the UK, where introducing Roma assistants is helping to bridge cultural barriers to Roma participation in early education. The article concludes with the observation that the social inclusion of Roma will also require interventions that start well before children enter formal education.

Play in Asian preschools? Mapping a landscape of hindering factors

2021 ◽  
pp. 146394912110580
Author(s):  
Alfredo Bautista ◽  
Jimmy Yu ◽  
Kerry Lee ◽  
Jin Sun
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
Mainland China ◽  
Academic Learning ◽  
Structural Factors ◽  
Theoretical Frameworks ◽  
Policy Borrowing ◽  
Childhood Education ◽  
Lack Of Information

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems.

Love-based relationships between teachers and students in early childhood education

2021 ◽  
pp. 147821032110630
Author(s):  
Yi-Huang Shih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Teachers ◽  
Democratic Participation ◽  
Childhood Education ◽  
Philosophical Basis ◽  
Teachers And Students ◽  
Open Dialogue

As a philosophical basis of education, ‘love’ is crucial to early childhood education. For this reason, early childhood education should cultivate young children’s loving attitudes. Hence, by analysing related work, this paper explored how love-based relationships may be developed between preschool teachers and young children in early childhood education. The methods are as follows: (1) fostering love in preschool teachers’ hearts; (2) creating loving relationships between preschool teachers and young children; (3) providing opportunities for young children to practice loving behaviour; (4) giving young children freedom; (5) maintaining an open dialogue; (6) emphasising democratic participation; (7) avoiding indoctrination; (8) respecting young children’s experiences and discoveries; (9) allowing young children to make choices and (10) understanding young children as individuals.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Research in Early Childhood Education

1983 ◽  
Vol 28 (11) ◽  
pp. 874-875
Author(s):  
Joseph T. Lawton
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education
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