Early Years最新文献_第7页

“Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers “哦，你以前从来没有这样做过?!”职前教师被“鼓动”到对婴幼儿不熟悉的实践中

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-27 DOI: 10.1080/09575146.2023.2227916

Maria Cooper, G. Quiñones, Andi Salamon, Tina Stratigos

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引用次数: 0

Exploring educators’ and parents’ perceptions of gender as a correlate of toddlers’ physical activity: two faces of the same coin? 探索教育工作者和父母对性别与幼儿体育活动的相关性的看法：同一枚硬币的两面？

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-26 DOI: 10.1080/09575146.2023.2217479

V. Martínez-Bello, Herminia Vega-Perona, L. Monsalve-Lorente, María del Mar Bernabé-Villodre, Paula Robles-Galán, Sandra Molines-Borrás, Yolanda Cabrera García-Ochoa

引用次数: 0

Early childhood education professionals’ mentalization: a pilot study 幼儿教育专业人员心理化的初步研究

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-24 DOI: 10.1080/09575146.2023.2215477

Jenny Marttila, R. Fukkink, M. Silvén

引用次数: 1

Learning from COVID: recognising the centrality of the relational in early years practice and research 从COVID中学习:认识到关系在早期实践和研究中的中心地位

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-15 DOI: 10.1080/09575146.2023.2212330

Joan Walton, Janice Darkes-Sutcliffe, D. Charura, Gill Mason, Emma Bradshaw, Emily McGeown

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引用次数: 0

Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice 养育养育者：通过反思实践制定变革性的幼儿教师准备

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-03 DOI: 10.1080/09575146.2023.2209293

M. Shin, S. Recchia

{"title":"Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice","authors":"M. Shin, S. Recchia","doi":"10.1080/09575146.2023.2209293","DOIUrl":"https://doi.org/10.1080/09575146.2023.2209293","url":null,"abstract":"ABSTRACT This study followed three preservice student teachers as they navigated a semester-long infant-toddler practicum designed to enact a relationship-based approach to teaching and learning. Selected participants were in particular and contrasting placement settings, which served as a catalyst for engaging in critical reflection in multiple ways. Critical reflection was integrated into all course assignments and highlighted within an interactive journaling process. Throughout the practicum, students met together in a weekly seminar with the course instructor, who also served as their field supervisor. Findings uncover multiple ways that critical self-reflection was stimulated in preservice students and the value and interconnection of multiple mentoring practices, including traditional, collaborative, peer and reverse mentoring. While each preservice student teacher engaged in critical reflection in unique ways, they all benefitted from the supportive infrastructure and socially shared, collective reflection with others. This study highlights how critical reflection supported by collaborative dialogue and mentoring can influence transformative practice in caring for infants. Implications for early childhood teacher education and insights for the field are discussed.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"626 - 640"},"PeriodicalIF":1.1,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41707548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cell phones as ‘super props’: children’s language development in sociodramatic play 手机作为“超级道具”:儿童在社会戏剧游戏中的语言发展

IF 1.1 4区教育学

Early Years Pub Date : 2023-04-18 DOI: 10.1080/09575146.2023.2198170

Wenjie Wang, Annabelle Black Delfin

引用次数: 0

An exploratory study of Chilean early childhood teachers’ professional learning communities 智利幼儿教师专业学习社区的探索性研究

IF 1.1 4区教育学

Early Years Pub Date : 2023-04-04 DOI: 10.1080/09575146.2023.2198164

P. Guerra, Ignacio Figueroa Céspedes, P. Zamora, María Paz González

引用次数: 0

‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators “是你让我看到的点点滴滴。”利用视频互动对话模式与早期教育工作者重新定义婴儿的声音

IF 1.1 4区教育学

Early Years Pub Date : 2023-03-29 DOI: 10.1080/09575146.2023.2190498

Caroline Guard

{"title":"‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators","authors":"Caroline Guard","doi":"10.1080/09575146.2023.2190498","DOIUrl":"https://doi.org/10.1080/09575146.2023.2190498","url":null,"abstract":"ABSTRACT Grounded in Froebelian Principles, infused with Bakhtin’s Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals reflected on the emotional dimensions of interactions with babies to uncover how their voices manifest in practice. Conflict between personal dispositions, professional responsibility and opposing forces in the broader environmental climate occurred but, stepping back from authoritative, regulated pressures in the nursery environment promoted opportunities for new ways of thinking to emerge. Analysis of data was framed within a Cultural Historical Wholeness Approach, examining societal, institutional, and personal dimensions. Three dominating themes emerged: Reconceptualization of babies’ voice and agency, Empowerment, Reaffirmed value in professional role. Fundamentally, educators embarked on a journey becoming highly conscious of their own actions enacting an increased integrity and confidence to reframe the voice of babies as a valued aspect of institutional practice.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"606 - 625"},"PeriodicalIF":1.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45469701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review 学龄前聋儿和听障儿童的教育干预:系统回顾

IF 1.1 4区教育学

Early Years Pub Date : 2023-03-23 DOI: 10.1080/09575146.2023.2192437

Nourah Ibrahim Abdullah Albash, M. Turkestani

引用次数: 0

Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education 通过游戏学习还是通过游戏学习性别歧视？为什么关键的性别素养在幼儿园教育中很重要

IF 1.1 4区教育学

Early Years Pub Date : 2023-03-15 DOI: 10.1080/09575146.2023.2190053

Jessica Prioletta

引用次数: 0