Early Childhood Folio最新文献

{"title":"Beyond teacher/parent separation: Questioning the 100% qualified teacher policy","authors":"S. Manning","doi":"10.18296/ECF.0059","DOIUrl":"https://doi.org/10.18296/ECF.0059","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133497482","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}

{"title":"People, places and things: Implications for New Zealand’s Strategic Plan for Early Learning","authors":"S. Arndt, Linda Mitchell","doi":"10.18296/ECF.0058","DOIUrl":"https://doi.org/10.18296/ECF.0058","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130260285","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}

{"title":"Children’s rights and the draft Strategic Plan for Early Learning: Where are the children?","authors":"Sonya Gaches, M. Gaffney","doi":"10.18296/ECF.0064","DOIUrl":"https://doi.org/10.18296/ECF.0064","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"497 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129693694","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}

{"title":"Sooner, rather than later: Addressing leadership development in ECE—A response to the 2019–29 Strategic Plan for Early Learning","authors":"Maria Cooper","doi":"10.18296/ECF.0061","DOIUrl":"https://doi.org/10.18296/ECF.0061","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129079465","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}

{"title":"What do they do all day? Exploring the complexity of early childhood teachers’ work","authors":"Linda Mitchell, Jeanette Clarkin–Phillips, Simon Archard, S. Arndt, Maretta Taylor","doi":"10.18296/ECF.0062","DOIUrl":"https://doi.org/10.18296/ECF.0062","url":null,"abstract":"A discussion on the findings of a study with 22 teachers . Using time use diaries they wrote down their activities of a given day. A taxonomy developed by Charles Sturt University in Australia was used to code and analyse the activities. This is a report on the initial pilot with the next step to use a mobile app on a wider group of teachers in Aotearoa New Zealand.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129510696","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}

{"title":"Pedagogical dialogues with 2 year olds in “preschool” settings: What do they look like?","authors":"E. White, B. Redder","doi":"10.18296/ecf.0054","DOIUrl":"https://doi.org/10.18296/ecf.0054","url":null,"abstract":"This article reports on a project midway through a 2-year investigation of the pedagogical interactions that take place for 2 year olds in mixed-age early childhood education (ECE) settings. Teachers slowed down and scrutinised their practice by videoing, analysing, and theorising their dialogue with and about 2 year olds as a central form of teaching and learning. The primary aim of the project was to make explicit the nature of 2 year olds' dialogue in ECE settings traditionally oriented to 3 to 4 year olds. Fine-tuned coding of dialogue and their interpreted meanings by the teachers highlight the impact of different events in the ECE setting on the nature of dialogue that takes place and identified 12 different genre in which 2 year olds were found to engage (or disengage). The insights generated from this project support teachers to re-vision their pedagogy in ways that are inclusive of the specialised genre of this younger age group, and celebrate the many pedagogical provocations for dialogue in preschool settings.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122000502","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}

{"title":"Using puppets to support children’s prosocial thinking and action: “What would we tell Pig and Frog to do?”","authors":"L. Duley, Tara W. McLaughlin, Alison Sewell","doi":"10.18296/ecf.0055","DOIUrl":"https://doi.org/10.18296/ecf.0055","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130436954","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}

{"title":"Early childhood teacher health and wellbeing: Rights, risks, and implications","authors":"Susan Bates","doi":"10.18296/ECF.0057","DOIUrl":"https://doi.org/10.18296/ECF.0057","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131204710","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}

{"title":"Pedagogical strategies that support young children’s civic action: An example from Aotearoa","authors":"J. Ritchie, J. Lambert","doi":"10.18296/ECF.0053","DOIUrl":"https://doi.org/10.18296/ECF.0053","url":null,"abstract":"Civic action in early childhood care and education Views of children, childhood, children’s roles and responsibilities, and children’s citizenship differ across different eras and cultures (Bath & Karlsson, 2016). In Western countries, developmentalist discourses have positioned the child as a “developing” individual with increasing capacities to contribute to family and community dependent on age and stage. These discourses have been “framed within an individualistic view of the young child (dominant in ‘the majority world’) that values separateness, self-sufficiency and self-confidence” (MacNaughton, Hughes, & Smith, 2007, p. 461). As Anne Smith has urged, “The dominant construction of children as vulnerable, problematic, or incomplete beings should be replaced by a view of children as competent and active participants in communities” (2010, p. 107). From a te ao Māori perspective, children have been viewed as integral and participating members of the collective. For example, Whaea Rose Rangimarie Pere has described how, as a child, her elders included her in all their activities (Pere, 1982/1994). Whilst New Zealand is a signatory to the United Nations Convention on the Rights of the Child, and early childhood teachers follow Te Whāriki (Ministry of Education, 1996, 2017), a curriculum which has a fundamental focus on empowering/upholding the mana of children, there is little research that identifies how teachers notice and support young children’s enactment in service of the collectives in which they participate; that is, their civic action. Civic action is a notion drawn from ideas of democracy and citizenship. It is underpinned by democratic values such as equal rights, freedom, solidarity, and social justice (Biesta, De Bie, & Wildemeersch, 2014). It also employs democratic dispositions such as “open mindedness, tolerance and understanding of different perspectives; and trust in others” (Flanagan, 2012, p. 4). Carol Mutch (2013) explains that citizenship can be viewed and defined from a range of perspectives including one’s status as a citizen; one’s identity as such; democratic ideals of citizenship; public practice; and as participation. We argue that, since young children should be viewed","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116631826","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}

{"title":"Children in branches: Navigating the complexity of tree climbing in early childhood education","authors":"S. Stover","doi":"10.18296/ECF.0056","DOIUrl":"https://doi.org/10.18296/ECF.0056","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130224439","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}