The enculturation process in early childhood education and care: a mixed methods study

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Early Childhood Education Research Journal Pub Date : 2023-10-13 DOI:10.1080/1350293x.2023.2268879

Olalla Juaristi, Inaki Larrea, Alexander Muela

{"title":"The enculturation process in early childhood education and care: a mixed methods study","authors":"Olalla Juaristi, Inaki Larrea, Alexander Muela","doi":"10.1080/1350293x.2023.2268879","DOIUrl":null,"url":null,"abstract":"ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"25 1","pages":"0"},"PeriodicalIF":1.8000,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Early Childhood Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1350293x.2023.2268879","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).

查看原文本刊更多论文

幼儿教育与保育中的文化适应过程:一项混合方法研究

摘要本探索性序贯混合方法研究旨在探讨幼儿教育教师对儿童文化适应过程的看法。11名2岁的班主任(法师= 40.64;Dt = 7.43;81.81%女性)参与定性阶段，256名教师(法师= 42.25;Dt = 9.78;90.3%的女性)参与了定量研究。基于访谈，确定了四个主要主题:常规和习惯，价值观，行为模式和知识。基于定性的结果，我们创建了一个工具来衡量教师在幼儿教育和护理中对文化适应的看法。在定性和定量结果之间获得了高度的趋同，支持了教师是儿童文化适应的积极推动者和社会角色榜样的观点。我们的结论是，文化适应应该是一个课程目标，它应该在幼儿教育教师的专业发展计划中占有更大的地位。关键词:文化;幼儿教育与护理;混合方法;教师信念;

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Early Childhood Education Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

8.70%

发文量

期刊介绍： The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.