Journal of Childhood Studies最新文献

{"title":"Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum","authors":"M. Sampson, C. McLean","doi":"10.18357/JCS00202119744","DOIUrl":"https://doi.org/10.18357/JCS00202119744","url":null,"abstract":"Matthew Sampson, who has worked in the field of early childhood education for 20 years, recently graduated with a master of arts in child and youth study from Mount Saint Vincent University, Halifax. In 2018, Matthew received the Prime Minister’s Award of Excellence in Early Childhood Education. He also coauthored “Zombie World: Boys Invent a Culture in Their After-School Program,” a chapter in Carol Anne Wien’s book The Power of Emergent Curriculum: Stories from Early Childhood Settings (2014). His research interests are emergent classroom environment design, emergent curriculum, and pedagogical documentation. Email: matthew.sampson@msvu.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"34-50"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46254812","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":"Young Children and Inclusion","authors":"Anna Cant","doi":"10.1093/obo/9780199791231-0232","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0232","url":null,"abstract":"Inclusive education is the focus of many thinkers, researchers, teachers, early-childhood educators, and policymakers. It is a current concern of most Western societies. The concept of inclusive education was introduced only in the 1990s, when it replaced the previous concepts of integration and mainstreaming; however, the expressed need and advocacy for inclusion go further back in history. The enormous shift is still felt by many educational institutions. The shift means that it is not the job of the child to adapt to the typical environment, but it is the complex educational ecosystem that needs to be ready for caring, educating, and ensuring success to all children, with or without diversabilities. The necessary progression is one from considering diverse groups of children in an equalizing way, to considering them in an equitable way. Inclusive early-childhood education proposes an environment catered around the unique needs of each child within the classroom. As in many other areas of education, change needs to start early, and, yet, research about the inclusion of young and very young children is not overwhelmingly prevalent. In the 2020s, inclusive practice refers to all differences, not only the ones affecting children’s physical and mental health, including race, gender, culture, ethnicity, language, socioeconomic status, age, etc. If young children grow up in homes and educational environments infused with inclusion, they may become more comfortable engaging in discourses of inequality and exclusion. If their learning environment models positive and genuine relationship building with anyone around them, regardless of their difference, children will grow up being advocates for and allies of the people whom society keeps on silencing. Early inclusion is paramount. So, what hinders the universal adoption of inclusive practices in early-childhood education? Among factors that constitute barriers of inclusion, we find politics, resources, support, teacher education, parents’ and teachers’ perceptions and needs, different philosophical interpretations of the concept of early inclusion, and many others. The current studies in the field of early-childhood inclusion show that there is an acute need for knowledge, collaboration, and support. Parents, policymakers, teachers, and other decision-making adults should start giving children agency and invite them to contribute to decisions that concern their well-being. Being inclusive in early-childhood education means to have trust in the competency of all young children, to cherish difference, to cultivate a respectful learning environment, to work with heart, to welcome and build strong relationships with families of all children, to be in touch with current research in the field of inclusive education, and to see inclusion as a feeling of belonging, being valued, and being respected. Inclusion is fluid as a river, but these are the stones that should always guide its course and flow.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"19 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90606747","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 and Money","authors":"Margaret Echelbarger","doi":"10.1093/obo/9780199791231-0233","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0233","url":null,"abstract":"Money (usually interpreted as currency) is a cultural tool that helps organize ways in which we engage with one another. Learning what it is and how to use it are important developmental milestones. The study of children and money reflects the efforts and contributions of many researchers across several disciplines including psychology, sociology, social work, marketing, and anthropology—thus understanding how children develop their ideas about money, how these ideas change over time, and how children emerge as autonomous economic agents is an interdisciplinary endeavor. The work included in this bibliography covers topics ranging from when children come to know what money is and how to use it, to when and how children come to break into the market and recognize and follow its rules, to understanding the robustness of developmental trends across different populations of children. In this way, the work referenced below reflects both basic and applied efforts. This bibliography is organized into seven sections. The first, General Overviews on Children and Money, highlights key books on this topic that serve as good starting points when first approaching this research area. The second, Foundations of Money Understanding, centers on work examining the development of children’s basic understanding of money (e.g., what money is and how to use it). The third, Using Money: Spending and Saving, presents work examining how children come to use money in the real world and play economies (i.e., small markets created for laboratory studies). The fourth, Economic Socialization and Financial Literacy, highlights work examining the influence of early experiences on later financial health outcomes and behaviors. The fifth, Understanding Market Forces, centers on children’s understanding of economic causation (i.e., the effect market forces have on each other—for example, as demand increases, supply decreases, and price increases). The sixth, Money Cues and Decision Making, presents work documenting ways in which the presence of money influences behaviors. The seventh, Money and Culture, reports on the developmental trends across different populations of children. The purpose of this bibliography is to introduce the topic of children and money and set the stage for a deeper line of inquiry; it is in no way exhaustive. Related topics, such as children’s understanding of economic inequality, are not included; these require their own bibliographies. Additionally, with few exceptions, the work included focuses on studies and experiments involving children. For that reason, exclusive examinations of parents’ ideas about children and money are largely not included. In short, use this bibliography as a starting point to a much richer exploration of this topic.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"24 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81637062","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 Educators’ Understandings of How Young Children Perform Gender During Unstructured Play","authors":"Sarah Reddington","doi":"10.18357/jcs00019142","DOIUrl":"https://doi.org/10.18357/jcs00019142","url":null,"abstract":"Dr. Sarah Reddington is an assistant professor in the Child and Youth Study Department at Mount Saint Vincent University, Halifax, Nova Scotia. Her research in the field of critical gender and disability studies is concerned with the relationship between early childhood education practices and how Westernized forms of representation impact children’s subjectivities and life courses. Sarah’s work engages with poststructural thinking, affect theory, posthumanism, Deleuzoguattarian theory, queer theory, diffraction, and new materialism to challenge the conditions of marginalization and oppression. Email: Sarah.Reddington@msvu.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"49-60"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45939986","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":"Culturally Responsive Indigeneity of Relations","authors":"Lori Huston, Elder Brenda Mason, Roxanne Loon","doi":"10.18357/jcs00019203","DOIUrl":"https://doi.org/10.18357/jcs00019203","url":null,"abstract":"This paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing circle at SPARK was delivered in the Indigenous research method of a wildfire circle consistent with the summative research conducted across four First Nation child care centres to measure the impact of the IECELP. We propose alternative ways of transferring knowledge in Indigenous culturally responsive ways to be welcomed and encouraged in academia and in early childhood education.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"68-81"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46895815","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":"Living Speculative Pedagogies as Boundary-Crossing Dialogues","authors":"B. Hodgins, Narda Nelson, Sherri-Lynn Yazbeck, Xiaofeng Ke, Rosalind Turcotte","doi":"10.18357/jcs00019126","DOIUrl":"https://doi.org/10.18357/jcs00019126","url":null,"abstract":"B. Denise Hodgins is deputy director of the British Columbia Early Childhood Pedagogy Network (ECPN) and lead researcher and pedagogist at University of Victoria (UVic) Child Care Services. Her work is rooted in feminist material theoretical perspectives, which she explores in her books Gender and Care with Young Children: A Feminist Material Approach to Early Childhood Education (2019) and the edited collection Feminist Research for 21st-Century Childhoods: Common Worlds Methods (2019), chapters in edited books, and articles in various journals. Denise is a member of the Early Childhood Pedagogies Collaboratory and the Common Worlds Research Collective. Email: dhodgins@uvic.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"5-19"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43269926","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":"Navigating Reconceptualist and Feminist Ethics of Care Scholarship to Find a Conceptual Space for Rethinking Children’s Needs in Early Childhood Education","authors":"R. Langford","doi":"10.18357/jcs00019308","DOIUrl":"https://doi.org/10.18357/jcs00019308","url":null,"abstract":"Rachel Langford is a professor emeritus in the School of Early Childhood Studies at Ryerson University. From 2006 to 2016 she served as the School’s director. Her research and scholarly work focus on childcare advocacy and policy development, workforce professionalization, and conceptualizations of care and caregiving in early childhood education. She is the lead editor of the UBC Press publication Caring for Children: Social Movements and Public Policy in Canada (2017) and the editor of a Bloomsbury Academic Education Press edited volume, Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers (2019). Email: rlangfor@ryerson.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"20-34"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268284","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":"Gender Disrupted During Storytime: Critical Literacy in Early Childhood","authors":"Cayley Burton","doi":"10.18357/jcs00018978","DOIUrl":"https://doi.org/10.18357/jcs00018978","url":null,"abstract":"Storytime plays an instrumental role in Western early childhood education (ECE). According to Crisp and Hiller (2011), “a primary means of transmitting cultural values from one generation to the next is through the telling of stories and, in the United States [as in Canada], this commonly comes in the form of children’s literature” (p. 197). Storytelling through picture books is used to teach children about social norms and boundaries, including regulations and expectations about gender performance, identity, and expression. Although picture books are diverse in content and representations of reality, influential messages about gender are imparted through the sharing of stories. In this way, gender is a story in and of itself through which children are socialized. Legacies of what I refer to as the Victorian sex-gender binary (VSGB) continue to shape cultural understandings of gender today. A bodily linkage, the VSGB refers to the medicalized and social processes of categorizing children as gendered. Since the Victorian era (1837–1901), binary sex designation at birth (as male or female) carries with it social expectations for binary gender identity (as a boy or girl) expressed in a binary way (masculine or feminine). However, the boundaries of social constructs like the VSGB are limiting for children who do not identify with— nor experience their bodies according to—dichotomies of sex or gender. Featuring picture books about gendernonconforming characters during storytime therefore makes ECE more inclusive, and empowering, of gender diversity.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"4 2","pages":"35-48"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295935","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":"Editorial: Thinking with/in/through Binaries and Boundaries: Sparking Necessary and Ongoing Conversations in Early Childhood Education","authors":"I. Berger, Nancy van Groll, Áurea Vericat Rocha","doi":"10.18357/jcs00019932","DOIUrl":"https://doi.org/10.18357/jcs00019932","url":null,"abstract":"","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"1-4"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44054125","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":"Wrestling with “Will to Truth” in Early Childhood Education: Cracking Spaces for Multiplicity and Complexity Through Poetry","authors":"Chenying Wang","doi":"10.18357/jcs00019206","DOIUrl":"https://doi.org/10.18357/jcs00019206","url":null,"abstract":"Listen to an early learning classroom, a room filled with laughter, giggles, and squabbles over toys. Watch your step in an early learning classroom, a floor where crawling kids chase light-up shoes worn by running kids. Pay attention to an early learning classroom, a space where multiple pots of aromatic plants thrive, where a puddle of spilled milk is drying. Then, feel an early learning classroom. Put yourself in this room as an early childhood educator, so that you can feel how this room is calling on you to respond—to what you hear, see, smell, and feel— carefully and thoughtfully.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":"61-67"},"PeriodicalIF":0.9,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46829051","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}