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Early Childhood Folio最新文献

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Looking through a spiritual lens to shape inclusive practices for children with additional learning needs 透过精神的视角，为有额外学习需要的儿童塑造包容性的实践
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1120
Fiona Fonseka, J. Kelly-Ware
{"title":"Looking through a spiritual lens to shape inclusive practices for children with additional learning needs","authors":"Fiona Fonseka, J. Kelly-Ware","doi":"10.18296/ecf.1120","DOIUrl":"https://doi.org/10.18296/ecf.1120","url":null,"abstract":"Inclusive teaching approaches and positive teacher attitudes are vital when creating inclusive early childhood educational (ECE) settings for all children, and especially for children with additional learning needs. This study focused on understanding how teachers nurture and promote the spirituality of children with additional learning needs in their early childhood settings. Seven ECE teachers employed in five diverse settings took part in individual semistructured interviews as part of this small-scale qualitative research project. Findings indicate that looking through a spiritual lens could support other teachers to see beyond the challenges that children with additional needs present and enable them to see these children holistically with positive identities.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126490765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Connecting and communicating: Story interactions in the early years 联系和交流:故事早期的互动
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1115
Joanna Williamson, Amanda White, Helen Hedges
{"title":"Connecting and communicating: Story interactions in the early years","authors":"Joanna Williamson, Amanda White, Helen Hedges","doi":"10.18296/ecf.1115","DOIUrl":"https://doi.org/10.18296/ecf.1115","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"137 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128682001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting kaitiakitanga using picturebooks 用绘本推广kaitiakitanga
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1117
Chedly Fernando, J. Kelly-Ware
{"title":"Promoting kaitiakitanga using picturebooks","authors":"Chedly Fernando, J. Kelly-Ware","doi":"10.18296/ecf.1117","DOIUrl":"https://doi.org/10.18296/ecf.1117","url":null,"abstract":"Kaitiakitanga is promoted in the revised curriculum document Te Whāriki—He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Ministry of Education, 2017). The authors give primacy to the Māori worldview of sustainable living through engaging with, and protecting, the natural environment. This article reports on a picturebook research project designed to support teachers to explore kaitiakitanga with young children in early childhood education settings. Two Aotearoa New Zealand picturebooks are featured, curriculum links are proposed, and feedback from a small sample of teachers about the picturebooks and curriculum links is reported. Picturebooks are powerful teaching tools and can provoke learning across the curriculum, as this research highlights.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115863705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I need energy to make my brain work”: Supporting children, teachers and whānau through the KidsCan ECE programme “我需要能量让我的大脑工作”:通过儿童扫描欧洲经委会项目支持儿童、教师和whānau
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1119
S. Peters
{"title":"“I need energy to make my brain work”: Supporting children, teachers and whānau through the KidsCan ECE programme","authors":"S. Peters","doi":"10.18296/ecf.1119","DOIUrl":"https://doi.org/10.18296/ecf.1119","url":null,"abstract":"The KidsCan ECE programme is designed to remove barriers to participation in early childhood education through the provision of raincoats, shoes, nit treatment products, lunches and snacks. Data from an evaluation of the pilot programme involved surveys and interviews with whānau and teachers. Findings showed the benefits for children’s health and attendance, although not every child experienced the same beneficial changes. This article considers some of the key findings of the evaluation in relation to participation, nutrition, wellbeing and learning and, recognising not all services have access to the KidsCan programme, discusses the potential value for all children of shared eating and cooking experiences.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128850012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Making sense of Te Whāriki a te Kōhanga Reo through toi Māori: A whānau approach 通过toi Māori理解Whāriki和Kōhanga Reo:一种whānau方法
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1116
Hoana McMillan, Tiria Shaw, Heather Patu, Abigail Parekura, Jannalee Tihema, Victoria Urlich, Kamorah Shaw
{"title":"Making sense of Te Whāriki a te Kōhanga Reo through toi Māori: A whānau approach","authors":"Hoana McMillan, Tiria Shaw, Heather Patu, Abigail Parekura, Jannalee Tihema, Victoria Urlich, Kamorah Shaw","doi":"10.18296/ecf.1116","DOIUrl":"https://doi.org/10.18296/ecf.1116","url":null,"abstract":"The involvement of whānau in the teaching and learning process is important at every juncture of a child’s educational journey. Rich understanding of the curriculum enables whānau to make deep and meaningful contributions to discussions about their child’s development. It also presents an interesting challenge for educational settings to create opportunities for whānau to increase their knowledge of the curriculum. This article outlines the benefits of a toi Māori approach to support whānau understanding.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116161944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A space for critique: Opening up the world with young children, through the possibilities of critical pedagogy 批判的空间:通过批判教学法的可能性，与幼儿一起打开世界
Early Childhood Folio Pub Date : 2023-07-12 DOI: 10.18296/ecf.1118
Raella Kahuroa, J. Lees, Tina Johns, Olivia Ng, N.T.S. Abeyratne
{"title":"A space for critique: Opening up the world with young children, through the possibilities of critical pedagogy","authors":"Raella Kahuroa, J. Lees, Tina Johns, Olivia Ng, N.T.S. Abeyratne","doi":"10.18296/ecf.1118","DOIUrl":"https://doi.org/10.18296/ecf.1118","url":null,"abstract":"Critical pedagogy has the potential to create transformation experiences within early childhood settings, as educators open up children’s worlds to explore fairness, equity, and democratic participation across issues of interest and relevance to young children. Using a critical inquiry framework, informed by the work of Paulo Freire, teachers from an Auckland kindergarten provided examples of what the critical pedagogy elements can look like in practice with young children. These illustrative glimpses demonstrate the workability and impact that critical pedagogy can have in an early childhood education setting.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132374798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Responding to the pandemic: Changing the assessments in early childhood practicum placements by strengthening voice and agency 应对大流行病:通过加强发言权和能动性来改变幼儿实习安排的评估
Early Childhood Folio Pub Date : 2022-12-16 DOI: 10.18296/ecf.1113
J. Perry, Sarah Probine
{"title":"Responding to the pandemic: Changing the assessments in early childhood practicum placements by strengthening voice and agency","authors":"J. Perry, Sarah Probine","doi":"10.18296/ecf.1113","DOIUrl":"https://doi.org/10.18296/ecf.1113","url":null,"abstract":"The 2020 COVID lockdown provoked the early childhood team at Manukau Institute of Technology to radically rethink how practicum was assessed. The usual approach of an “in-centre” observation followed by a triadic discussion was replaced by weekly “virtual” meetings and an online triadic. A reflective framework was developed to guide students to think about and articulate their understanding of the assessment of practice criteria. At the conclusion of the virtual practicums, a small qualitative research study was conducted with the aim of examining the impact of these changes. Thematic analysis of the online questionnaire sent to students, associate teachers, and visiting lecturers revealed many students had experienced deep learning, had developed personal confidence, and had taken greater ownership of their learning. These findings informed practicum assessment in the newly developed Bachelor of Education (early childhood teaching) programme.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Oobleck, cloud dough, popcorn and volcanoes: Supporting scientific learning through intentional teaching 欧不裂，云面团，爆米花和火山:通过有意识的教学支持科学学习
Early Childhood Folio Pub Date : 2022-12-16 DOI: 10.18296/ecf.1111
Erin McFlynn, Annalise Day, Catherine Vaughan, R. Young, Brooke Maxwell
{"title":"Oobleck, cloud dough, popcorn and volcanoes: Supporting scientific learning through intentional teaching","authors":"Erin McFlynn, Annalise Day, Catherine Vaughan, R. Young, Brooke Maxwell","doi":"10.18296/ecf.1111","DOIUrl":"https://doi.org/10.18296/ecf.1111","url":null,"abstract":"An intentional teaching approach provided a Wellington kindergarten with valuable avenues for supporting the teaching and learning of young children from refugee and immigrant backgrounds. Despite reservations about implementing this approach, teachers found that it was possible to use it in a child-centred way. The teachers’ research inquiry into scientific learning provides examples of how intentional teaching supported positive and beneficial learning outcomes for young children. The inquiry highlighted the importance of slowing down, the value of repetition, the depth of child engagement in scientific activities and the significance of sensory learning. Intentional teaching was found to contribute to significant learning happening over time.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128787645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Young children co-constructing stories with teachers 幼儿与老师共同构建故事
Early Childhood Folio Pub Date : 2022-12-16 DOI: 10.18296/ecf.1110
Amanda White, Shelley Stagg Peterson
{"title":"Young children co-constructing stories with teachers","authors":"Amanda White, Shelley Stagg Peterson","doi":"10.18296/ecf.1110","DOIUrl":"https://doi.org/10.18296/ecf.1110","url":null,"abstract":"Children’s story experiences are foundational to their social, emotional, and communication development. Viewed through a sociocultural lens, variability in the ways children and teachers interact during stories across diverse learning contexts is expected. This article explores the social and cultural knowledge demonstrated by children of different ages as they co-construct meaning multimodally during stories with teachers across two early childhood educational settings, in Canada and New Zealand. Teachers’ gestures, gaze, questions, and verbal and non-verbal affirmations centred on themes, characters, and actions as they co-created stories with children. Teachers’ mediating roles and practices supported and sustained children’s embodied actions, languages, and cultures. Teacher–child stories shared in this article highlight the value of everyday stories as contexts for extending children’s learning, and the multimodal nature of story interactions underpinning the co-construction of meaning in early childhood education contexts.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"101 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127447646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Weaving in data knowledge about sustained shared thinking enhances early childhood education practice 将关于持续共享思维的数据知识结合起来，可以加强幼儿教育实践
Early Childhood Folio Pub Date : 2022-12-16 DOI: 10.18296/ecf.1112
A. Meade, Meg Kwan
{"title":"Weaving in data knowledge about sustained shared thinking enhances early childhood education practice","authors":"A. Meade, Meg Kwan","doi":"10.18296/ecf.1112","DOIUrl":"https://doi.org/10.18296/ecf.1112","url":null,"abstract":"Weaving is a significant metaphor for kaiako in Aotearoa New Zealand. Te Whāriki is central to their professional lives. At Daisies Early Education and Care Centre (hereafter Daisies), the strands in Te Whāriki shape the curriculum and its principles guide pedagogy and relationships. In January 2019, the Daisies team decided to investigate how to weave more sustained shared thinking through our pedagogy. Daisies’ leaders obtained copies of the Assessing Quality in Early Childhood Education and Care, Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale. A Teacher-Led Innovation Fund (TLIF) grant supported a trial of the scale tool as a professional learning and development (PLD) resource at Daisies and at Te Puna Reo o Ngā Kākano. Trial processes, PLD processes, and findings pertaining only to Daisies are described in this article.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128880079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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