Intra-action of Agential Materials and Gender Discourses in Early Childhood Classroom

2020 ◽  
Vol 13 (1) ◽  
pp. 5-22
Author(s):  
Yeojoo Yoon
Keyword(s):  
Early Childhood ◽  
Early Childhood Classroom ◽  
And Gender ◽  
Gender Discourses

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

scholarly journals "Multicultural teaching in the early childhood classroom: Approaches, strategies, and tools, pre-school to 2nd grade"

2014 ◽  
Vol 2 (2) ◽  
pp. 237-241
Author(s):  
Kara D. Brown
Keyword(s):  
Early Childhood ◽  
Early Childhood Classroom

21. sajandi koolid Ameerika Ühendriikides on enneolematute rahvastikumuutuste paigaks, sest õpilaskonna keeleline, etniline, religioosne ja rassiline mitmekesisus üha süveneb. Sellise kiiresti areneva mitmekesisusega toimetulekuks juhindutakse koolides multikultuurilisuse põhimõttest, mille kohaselt on kõigi ühiskonnarühmade liikmetel võrdsed õigused. Mariana Souto-Manningu raamat "Multicultural teaching in the early childhood classroom" (2013) annab ülevaate, kuidas rakendada seda põhimõtet lasteaiast kuni teise klassini. Iga peatükk algab metoodilise käsitluse lühitutvustusega ja kasutusvõimaluste ülevaatega, millele järgnevad soovitused selle kohta, kuidas mõnd meetodit kasutada ning millised probleemid võivad sellega kaasneda. Seejärel esitatakse näiteid meetodi rakendamise kohta koos õpetajate kommentaaridega. Metoodikapeatükkide lõpus kommenteerib autor lühidalt õpetajate toodud näiteid ja esitab viiteid lisalugemisele.

scholarly journals (Re)considering Squirrel––From Object of Rescue to Multispecies Kin

2018 ◽  
Vol 43 (1) ◽  
pp. 60-67
Author(s):  
Angela Molloy Murphy
Keyword(s):  
Early Childhood ◽  
Pacific Northwest ◽  
Classroom Community ◽  
Early Childhood Classroom ◽  
Childhood Education ◽  
Nature And Culture ◽  
The Pacific ◽  
Child Centered ◽  
Northwest Region

This is a story situated in the Pacific Northwest region of North America, where encounters with a non-native “rescue” squirrel present disequilibrium for an educator and surprises for an early childhood classroom community. Thinking with Haraway, Latour, and common world frameworks challenges the educator’s “back to nature” narrative and generates opportunities to engage with different perspectives about the intersection of nature and culture, human and nonhuman kin, and the limiting quality of anthropocentric, child-centered pedagogies in early childhood education.

A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

2012 ◽  
Vol 23 (3) ◽  
pp. 323-350 ◽  
Author(s):  
Marja-Kristiina Lerkkanen ◽  
Eve Kikas ◽  
Eija Pakarinen ◽  
Kaili Trossmann ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Early Childhood ◽  
Classroom Observation ◽  
Early Childhood Classroom
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