Educator perceptions of free-flowing routines in early childhood education and care

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Research Pub Date : 2022-12-28 DOI:10.1177/1476718X221145476

Tian J Collins, Rachel A. Jones, Karen L. Tonge

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引用次数: 0

Abstract

There is ongoing interest in free-flowing routines in early childhood education and care settings (ECEC), however little is known about educators’ perceptions of free-flowing routines. Therefore, the aim of this study was to explore the perceptions of educators regarding free-flowing routines. A focus group and five semi-structured interviews were conducted. Four main themes were identified: learning outcomes, learning opportunities, team characteristics, and pedagogy and practice. Free-flowing routines may offer additional affordances for children’s learning compared to structured routines, such as greater independence and agency for children, sustained time to engage in child-led learning, and deeper engagement in learning. Quality pedagogical practice was perceived as being highly important in free-flowing routines. It is recommended that ECEC settings implement an aspect of free-flowing routines for part, or all of the day, and be open to the learning opportunities that this may present for children. With further research, there is potential to better understand routines that best support children’s learning and development in ECEC, as well as opportunities to influence national and international policy and curricula.

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教育工作者对幼儿教育和护理中自由流动的常规的看法

人们对早期儿童教育和护理环境(ECEC)中自由流动的惯例一直很感兴趣，但对教育者对自由流动惯例的看法知之甚少。因此，本研究的目的是探讨教育工作者对自由流动惯例的看法。进行了一次焦点小组和五次半结构化访谈。研究确定了四个主题:学习成果、学习机会、团队特征以及教学法和实践。与结构化的常规相比，自由流动的常规可能为儿童的学习提供额外的支持，例如儿童更大的独立性和能动性，持续的时间参与儿童主导的学习，以及更深入的学习。高质量的教学实践被认为是非常重要的自由流动的惯例。我们建议ECEC的设置在一天的一部分或全部时间里实行自由流动的日常生活，并对这可能给孩子们带来的学习机会持开放态度。通过进一步的研究，有可能更好地了解最能支持儿童在幼儿教育中学习和发展的惯例，以及影响国家和国际政策和课程的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

0.00%

发文量

期刊介绍： The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.