scholarly journals Dancing as Moments of Belonging: A Phenomenological Study Exploring Dancing as a Relevant Activity for Social and Cultural Sustainability in Early Childhood Education

2021 ◽  
Vol 13 (14) ◽  
pp. 8080
Author(s):  
Maria Grindheim ◽  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Phenomenological Study ◽  
Life Experiences ◽  
Research Question ◽  
Sustainable Living ◽  
Aesthetic Experiences ◽  
Cultural Sustainability ◽  
Childhood Education

Individuals’ capacities to contribute to more sustainable living are deeply influenced by their early life experiences. Hence, there is a need to discover which experiences are relevant to young children’s contemporary and future contributions to more sustainable living. Perceiving children as aesthetically oriented to the world and their sense of belonging as a core experience for social and cultural sustainability, and using the example of dancing, we investigate how such a sense of belonging can be supported through aesthetic first-person experiences. This article is therefore structured around the following research question: How can adults’ experiences of themselves, others and their sense of belonging—when dancing—inform explorations of ways to foster embodied and aesthetic belonging for social and cultural sustainability in early childhood education (ECE)? Drawing on a phenomenological study, we analyse interviews with four dancers, who differ in age, gender and dance genre. Our analysis reveals their experiences when dancing as being in a meditative state, having a sense of freedom and feeling body and mind as one, described as an overall “different”, resilient way of being and belonging in a social context. Our findings indicate that facilitating moments of sensible and bodily awareness can support a non-verbal understanding of oneself and others, as well as arguments for promoting aesthetic experiences while dancing as relevant to sustainable practices in ECE.

scholarly journals Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection

2021 ◽  
Vol 13 (5) ◽  
pp. 2587
Author(s):  
Åsta Birkeland ◽  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Local Area ◽  
Positive Interactions ◽  
Focus Group Interviews ◽  
Cultural Sustainability ◽  
Childhood Education ◽  
Group Interviews ◽  
Chinese Kindergarten ◽  
Insight Into

Social and cultural sustainability is outlined as creating surroundings that include and stimulate positive interactions, such as promoting a sense of community and a feeling of belonging to a community, by being safe and attached to the local area. Artefacts chosen in early childhood education (ECE) institutions are integrated parts of the culture in which the ECE institutions are embedded; artefacts, thus, are understood as serving belonging and cultural sustainability. The study examined what insight into cultural sustainability could be surfaced in conflicting perspectives about military artefacts in ECE. Focus group interviews were conducted with Chinese and Norwegian graduate students and ECE researchers, during which photographs of a Chinese kindergarten where military artefacts and toys were highly represented. Conflicting perspectives on military artefacts among the participant surfaced how belonging are closely intertwined with protection and where to belong: locally, nationally or internationally. The skeptical approach to military artefacts is challenged by awareness of different ways to promote national pride and entanglement among generations. The findings indicate a need for more research on conditions for belonging and the normative complexities of artefacts in cultural sustainability.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

scholarly journals Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions

2019 ◽  
Vol 2 (4) ◽  
pp. 374-395 ◽  
Author(s):  
Liv Torunn Grindheim ◽  
Yvonne Bakken ◽  
Kjellrun Hiis Hauge ◽  
Marianne Presthus Heggen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
United Nations ◽  
Good Governance ◽  
Education For Sustainability ◽  
Cultural Sustainability ◽  
United Nations Educational ◽  
Four Dimensions ◽  
Childhood Education ◽  
Cultural Organization

Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance. Design/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta’s concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive. Originality/Value: The article depicts how children’s opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.

scholarly journals Caracterización de los movimientos retóricos de Documentos Recepcionales (Tesis) en la Licenciatura en Educación Preescolar / Rhetorical Moves: Analysis of Recepcional Documents (Thesis) in a Bachelor of Early Childhood Education

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Tomás Alfredo Moreno de León ◽  
Esperanza De León Arellano
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Strategies ◽  
Research Question ◽  
School Management ◽  
Genre Analysis ◽  
Childhood Education ◽  
Object Of Study

ABSTRACTThis paper is an investigation about the discursive genre analysis, which was based on receptianal documents elaborated by students of a higher education. The design followed by the research was case study. The Paltridge (2001) method was used to analyze 18 of 96 DRs, where 3 thematical lines were identified as well as 5 lines of investigation: 1) language; 2) socializations; 3) mathematical thoughts; 4) teaching strategies; and 5) school management, along with 7 rhetorical moves. The result showed that not all of the DRs had the same rhetorical moves, and for the 18 DRs covered too general of thematic which was not limited by the object of study nor the context in which the investigation would be done; also, 9 of the DRs lacked of a research question, while the rest of the papers presented from 3 to 20 of them. Therefore, one of the areas of opportunity for tutors of students who are doing DRs is that they receive training in the different areas and point of focus for the teaching of academic writing.RESUMENEste trabajo es una investigación sobre el análisis de género discursivo donde se caracterizaron los Documentos Recepcionales (DRs) elaborados por las alumnas de una Institución de Educación Superior (IES). El diseño que siguió la investigación fue el estudio de caso (Neiman y Quaranta, 2006). Se recurrió al modelo de Paltridge (2001) para caracterizar 18 de 96 DRs donde se identificaron tres líneas temáticas (SEP, 1999), posteriormente se encontraron cinco líneas de investigación: (1) lenguaje; (2) socialización; (3) pensamiento matemático; (4) estrategias de enseñanza; y (5) gestión escolar y siete movimientos retóricos. Sin embargo, no todos los DRs contaban con los mismos movimientos retóricos, por otro lado cuatro de los dieciocho DRs abordaron temas muy generales en los que no se delimitaban los sujetos a estudiar, ni el contexto en el que realizaría la investigación, además nueve de los DRs no contenía ninguna pregunta de investigación, mientras que el resto de los trabajos presentaban entre tres a veinte. Por lo tanto, una de las áreas de oportunidad de las tutoras de las futuras docentes es que reciban una capacitación en las diferentes teorías y enfoques para la enseñanza de la escritura académica. Contacto principal: [email protected]

scholarly journals Rethinking Play, Diversity and Belonging in Early Childhood Education

2020 ◽  
Vol 2 (2) ◽  
pp. 226-243
Author(s):  
Sonja ARNDT
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Identity ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Subject Formation ◽  
Children's Play ◽  
Childhood Education ◽  
Children’S Play ◽  
The Subject

We might say that children’s play is the foundation of all learning. Often play is recognized as integral to childhood, but children’s abilities to engage in play are complex and these complexities can be easily overlooked. This paper elevates children’s play as critical for their learning, particularly in support of their sense of belonging. The paper argues for an openness to the complexities of children’s play as a crucial practice of their cultural identity, through a critical conceptualization of some of the nuances and uncertainties of children’s subject formation. Drawing on concerns of cultural difference in early childhood education, Julia Kristeva’s foreigner lens and her theory on the subject in process are used to theorise children’s play as an ongoing process of belonging. Through the notions of the semiotic, abjection, love and revolt, the notion of the subject in process is elaborated to reconceptualize play as also in-process and ongoing. Rethinking play as a vital process within the sometimes difficult, often unpredictable experiences of becoming part of a centre community is elevated as crucial for a sense of belonging in early childhood education.

Who has the power? A reflection on teaching drama improvisation with young children

2019 ◽  
Vol 18 (1) ◽  
pp. 73-83
Author(s):  
Ka Lee Carrie Ho
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
Young Children ◽  
Adult Child ◽  
Arts Based Research ◽  
Aesthetic Experiences ◽  
Childhood Education ◽  
Research Journal ◽  
Teaching Goals

The following study reflects and explores the dynamics of aesthetic experiences within drama improvisations. This arts-based research was carried out in Hong Kong with six Cantonese children who were aged 3–5 years. Data were collected from the video transcripts of five workshops and the researcher’s own research journal. Two significant milieus were observed: switching in-between roles and intuitive creativity is not talkback. I argue that because each of these two milieus provide the foreground for the complex – and at times contradictory – nature of children’s aesthetic experiences where Deleuzian power is at play, opportunities arise for both, challenging the traditional adult–child power relations, and in so doing, educators can be able to reconfigure and reconceptualise teaching goals and practices, both generally and specifically, within the context of early childhood education.

scholarly journals Fagsamtaler i barnehagen

2012 ◽  
Vol 5 ◽  
Author(s):  
Turid Jansen ◽  
Liv Gjems ◽  
Kristin Rydjord Tholin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Policy ◽  
Research Question ◽  
Educational Activities ◽  
Childhood Education ◽  
Children’S Participation ◽  
Children's Participation

Title: Issues of Educational Policy and Educational Activities in Norwegian kindergartensAbstract: The intention with this article is to develop knowledge about the potential in conversations about different subjects in early childhood education (ECE). The Research question is ”How can ECE teachers engage children to take active participants in conversations about different subjects”. Through language people share experiences and develop understanding for events and phenomena. We-observed spontaneous and planned conversations between children and ECE teachers. The observations reveal that the teachers ask many questions in subject conversations, and mainly talk to one child at a time. The children rarely asked questions to each other. The ECE teachers choices of pedagogical material are of importance for the children’s participation.

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