scholarly journals Infusing Indigenous Knowledge and Epistemologies: Learning From Teachers in Northern Aboriginal Head Start Classrooms

2019 ◽  
Vol 53 (1) ◽  
pp. 26-46
Author(s):  
Shelley Stagg Peterson ◽  
Soon Young Jang ◽  
Jayson San Miguel ◽  
Sandra Styres ◽  
Audrey Madsen
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Indigenous Knowledge ◽  
Early Childhood Educators ◽  
Residential Schools ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Classroom Teaching ◽  
Family Stability ◽  
The Impact

Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers’ classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

Towards an Understanding of Knowledge Sharing in Indigenous Communities of Practice

2020 ◽  
pp. 208-232
Author(s):  
Esabel Maisiri
Keyword(s):  
Communities Of Practice ◽  
Knowledge Sharing ◽  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Communication Tool ◽  
Cultural Symbol ◽  
Personal Experiences ◽  
Practice Knowledge

Knowledge sharing is broadly an act of communication, and in indigenous communities of practice, knowledge sharing can be viewed as a cultural symbol making process. This process is facilitated by indigenous language as the communication tool. The characteristics of indigenous languages that include being dynamic, constantly changing as people adjust to their life circumstances and being personal, tacit, and experiential renders it closely tied down to the person who knows the language. Thus, the most appropriate way to understand the use and exchange of such knowledge, that is, the communication phenomenon of indigenous knowledge, would be to extricate the personal experiences of individuals involved in the use and exchange of the indigenous knowledge. This can be done using van Manen's phenomenology of practice.

scholarly journals Paradigms on Indigenous Language Revitalisation: the Case of Te Reo Maori in Aotearoa New Zealand and Mapudungun in Chile

2021 ◽  
Author(s):  
◽  
Carina Gallegos
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Case Studies ◽  
Secondary Data ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Direct Observations ◽  
Aotearoa New Zealand ◽  
Historical Processes ◽  
Language Revitalisation

<p>The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.</p>

The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills

2006 ◽  
Vol 21 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Barbara Jackson ◽  
Robert Larzelere ◽  
Lisa St. Clair ◽  
Marcia Corr ◽  
Carol Fichter ◽  
...  
Keyword(s):  
Early Childhood ◽  
Literacy Practices ◽  
Early Childhood Educators ◽  
Literacy Skills ◽  
Children's Literacy ◽  
The Impact

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

Vocational Pedagogies for the Formation and Training of Early Childhood Educators: Perspectives of VET Lecturers and Level 5 Early Years Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 81-96
Author(s):  
Rosienne Farrugia
Keyword(s):  
Early Childhood ◽  
Vocational Training ◽  
Role Model ◽  
Early Childhood Educators ◽  
Early Years ◽  
Training Programmes ◽  
The Impact ◽  
And Training ◽  
Pedagogical Approaches

This paper examines the kind of pedagogical approaches used in Higher Vocational Education, more specifically initial training programmes for early-years practitioners, from the perspectives of both VET lecturers and students currently involved or enrolled in these programmes. The focus is on understanding the ways in which the pedagogical models and tools adopted carefully match the requirements for the successful formation of early-years professionals. More specifically, this paper seeks to explore and understand the factors that influence the vocational pedagogical strategies used, the extent to which these pedagogies are learner-centred, the opportunities and challenges that Higher VET lecturers experience in their classrooms when embracing pedagogical innovation, the benefits for learners, as well as the impact on the quality of the training provided. Adopting a grounded theory methodology, with the aim of building theoretical ideas grounded in the data, two main data collection methods were used: one-to-one semi-structured interviews with a group of VET lecturers and a focus group with a group of Level 5 early-years learners who at the time of the study were in the process of completing the two-year higher diploma. Through a process involving inductive-abductive logic and the constant comparison, coding, and analysis of the data, a theoretical model of vocational pedagogies for the training and formation of early childhood educators emerged. The findings indicate the need for clear pedagogical direction and informed choices to be made individually and collectively by the team of lecturers teaching the programme; this requires the presence of an ethos and climate of critical reflective practice and life-long learning through the creation or seeking of opportunities for continuous professional development. Its relevance becomes more pronounced in the context of a training programme that prepares future educators as there is a greater application of the pedagogy used at higher vocational training level for its transfer to early-years classrooms and settings. The role of the VET lecturer as a role model is highlighted as being significant in the formation and training of early childhood educators by both sets of participants. The current pedagogical picture portrays a situation where different lecturers adopt different pedagogical approaches that range from the traditional, teacher-focused ones to more innovative, participatory, and practice-based strategies. There is a consensus about the validity of adopting more learner-centred, hands-on pedagogical approaches though this is usually influenced by contextual, cultural-historical, and philosophical factors. The topical debate on professionalizing the Early Years sector is also reflected in the data and seems to influence expectations that both lecturers and learners have on the quality of the programme and the need for more focused exploration of effective vocational pedagogies. The importance of a strategic plan on the relevance and advancement of the teaching and learning practices within the vocational training programmes is highlighted.

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