Journal of Early Childhood Research最新文献_第10页

‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education “我下面有这个颠覆性的课程”:幼儿教育中微观抵抗的叙述

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-25 DOI: 10.1177/1476718x211059907

Nathan Archer

{"title":"‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education","authors":"Nathan Archer","doi":"10.1177/1476718x211059907","DOIUrl":"https://doi.org/10.1177/1476718x211059907","url":null,"abstract":"<p>Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of resistance are enacted individually (and collectively) in the professional lives of early years educators. This article explores how English early childhood educators resist policy constructions of ideal professional identities. Using reconceptualized critical theory, this paper considers both neoliberal shaped demands on early educators and their resistance to these. Employing data from professional life story interviews (<i>n</i> = 16) by early educators in a range of contexts, narratives were constructed which document their responses to ECE policies. This paper draws on three of these narratives. A Critical Narrative Analysis reveals that educator resistances are not always large scale, collective or mobilized but are often expressed in atomized contexts through a dispersed network of actors. Individual responses included ‘micro resistances’ which were often local, quiet and invisible but multiple. The paper offers novel insights into c/overt resistances revealing educators’ complex, nuanced and subversive responses to discursive policy manoeuvres.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538898","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

Preschoolers’ social emotional learning in children’s museums and community playgrounds 学龄前儿童在儿童博物馆和社区游乐场的社会情感学习

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-25 DOI: 10.1177/1476718X211059913

J. Luke, S. Brenkert, Nicole R. Rivera

引用次数: 1

Ageless play: Sustaining intergenerational playgroup programmes 永恒的游戏:维持代际游戏小组计划

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-23 DOI: 10.1177/1476718X211059662

Maree Stanley, Penny Allen, Terry-Ann Tunks, Melanie G. Davenport, J. Cartmel

引用次数: 2

Exploring the implementation of mindfulness approaches in an early years setting 探索正念方法在幼儿环境中的实施

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-12 DOI: 10.1177/1476718X211052790

S. Holt, C. Atkinson, E. Douglas-Osborn

引用次数: 0

Understanding educator attitudes towards and perceptions of mathematics in early childhood 理解幼儿时期教育者对数学的态度和看法

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-12 DOI: 10.1177/1476718X211052785

K. Johnston, R. Bull

{"title":"Understanding educator attitudes towards and perceptions of mathematics in early childhood","authors":"K. Johnston, R. Bull","doi":"10.1177/1476718X211052785","DOIUrl":"https://doi.org/10.1177/1476718X211052785","url":null,"abstract":"The first 3 years of life are identified as a period where children are primed for mathematical thinking, and a time where significant and critical development occurs. Additionally, mathematical ability in the years before children start school serves as a strong predictor of later achievement. However, many early childhood educators do not recognise the relevance of focussing on numeracy with very young children, and there remains a paucity of research on mathematical thinking and learning with infant and toddler aged children. This study sought to investigate early childhood educators’ perspectives on mathematics for children birth to 5 years of age. Educators were invited to complete an online survey and a mixed methods approach was used to interpret the responses. The findings revealed that even though mathematics was seen as relevant and important across the birth to five age range, these values were not significantly reflected in educator’s preferred or espoused teaching practices. The study also identified a range of factors that positively and negatively influenced educator self-efficacy and dispositions towards mathematics across their lifespans. Practitioner led research projects are suggested as an effective form of professional learning to incorporate into future research projects.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"341 - 356"},"PeriodicalIF":1.2,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49298495","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

“How am I supposed to do this on my own?”: A case study on perspectives of preschool teachers regarding integrative STEM practices “我应该如何独自做到这一点？”：学前教师对STEM综合实践的看法的案例研究

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-09 DOI: 10.1177/1476718X211052749

H. Ö. Demircan

{"title":"“How am I supposed to do this on my own?”: A case study on perspectives of preschool teachers regarding integrative STEM practices","authors":"H. Ö. Demircan","doi":"10.1177/1476718X211052749","DOIUrl":"https://doi.org/10.1177/1476718X211052749","url":null,"abstract":"This article analyzes the perspectives of three preschool teachers on integrative STEM practices and the facilitating and hindering factors in their implementation. The participants were preschool teachers working at public preschools. They volunteered to participate in a 14-hour STEM professional development program and to share their perspectives on the implementation of integrative STEM practice. Here a case-study method is used to conduct an in-depth investigation. Data was collected from teachers through interviews, informal classroom observations, and document analysis. The factors facilitating or hindering the teachers’ implementation of integrative STEM practice were analyzed in three aspects: curriculum, pedagogy, learning environment, and the needs they observed while implementing these practices identified. The findings revealed that though the practices are developmentally appropriate to support active learning and time-effectiveness, teachers find it challenging to integrate STEM into education by their own efforts alone. Daily routines, differences between individual children, and material and storage issues are major hindering factors they faced while implementing integrative STEM practices. According to findings, teachers need the support of administration, parents, and colleagues to implement integrative STEM practices. In the short term and the long term, to see a positive impact of integrative STEM practices, there is a need for a better quality context in the curriculum, pedagogy, and learning environment.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"93 - 112"},"PeriodicalIF":1.2,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585582","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: 1

“Do you talk normal?”: Piecing together learning experiences with emergent bilingual preschoolers “你说话正常吗？”：拼凑新兴双语学龄前儿童的学习经历

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-10-24 DOI: 10.1177/1476718X211052792

Monica Miller Marsh, Mustary Mariyam, Kathleen Durant, Ilfa Zhulamanova

引用次数: 0

Socio-emotional struggles of young children during COVID-19 pandemic: Social isolation and increased use of technologies 新冠肺炎大流行期间幼儿的社会情感斗争：社会隔离和技术使用的增加

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-10-24 DOI: 10.1177/1476718X211052789

R. P. C. Wijaya, B. N. Bunga, I. Kiling

引用次数: 8

‘What works’ and for whom? Bold Beginnings and the construction of the school ready child “什么有效”，对谁有效？大胆的开端与学龄儿童的建设

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-10-24 DOI: 10.1177/1476718X211052791

L. Kay

{"title":"‘What works’ and for whom? Bold Beginnings and the construction of the school ready child","authors":"L. Kay","doi":"10.1177/1476718X211052791","DOIUrl":"https://doi.org/10.1177/1476718X211052791","url":null,"abstract":"School readiness is a dominant discourse in current policy agendas in UK and international contexts, fulfilling a range of goals such as providing children with the ‘best start in life’ by breaking the cycle of poverty, and preparing children for formal learning in compulsory education. Focussing on the school readiness agenda in England, this paper interrogates how the local touchdown of international policy formulations influences policy at country-level. It is argued that the emphasis on teaching Mathematics, Reading and Writing as a way of readying children for school raises concerns over the formalisation of pedagogy and curriculum in the Reception year (aged 4–5), in preparation for the transition to Year One of the National Curriculum. Using Hyatt’s Critical Discourse Policy Analysis Frame (CPDAF) this paper examines how the Office for Standards in Education (OfSTED) report ‘Bold Beginnings’ further strengthens the policy discourse that establishes Reception as a site for school readiness through a discursively constructed narrative of ‘what works’. Based on the analysis, the paper then questions whether the ‘what works’ OfSTED agenda works for teachers and children.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"172 - 184"},"PeriodicalIF":1.2,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43493896","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: 1

Predictors of children’s physical activity in the early years foundation stage 儿童早期基础阶段身体活动的预测因素

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-10-24 DOI: 10.1177/1476718X211052797

L. Woodfield, Allison Tatton, Tony D. Myers, E. Powell

{"title":"Predictors of children’s physical activity in the early years foundation stage","authors":"L. Woodfield, Allison Tatton, Tony D. Myers, E. Powell","doi":"10.1177/1476718X211052797","DOIUrl":"https://doi.org/10.1177/1476718X211052797","url":null,"abstract":"The physical activity (PA) of young children is critical to their future activity, health and development, however, little is known about how the organisation of early years foundation stage (EYFS) settings impacts upon children’s PA. This study aimed to measure the PA of children in Nursery and Reception classes and to explore their PA according to learning context. Participants were 191 EYFS children (boys = 89; girls 102; Mean age M = 4.6, SD = 0.7 years) from six schools in the West Midlands, UK. Systematic observation was used to record children’s PA, learning context, adult interaction and location throughout the EYFS day. A total of 8740 observed intervals occurred. Children spent two thirds of their time being stationary (65.8% and 69.8% for Nursery and Reception respectively). Results of beta regression revealed the strongest predictors of vigorous PA (VPA) to be the learning contexts of ‘role play’, ‘physical’, ‘construction’ and being ‘outside’. Adult interaction had a negative association with moderate to vigorous PA (MVPA), and girls have 16.36% lower odds of engaging in VPA and 19.4% higher odds of engaging in stationary behaviour than boys. In order to support children’s learning and development, teaching strategies and the organisation of the EYFS environment should be adapted to increase children’s, especially girls’, active learning and to reduce sedentary time.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"199 - 213"},"PeriodicalIF":1.2,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299707","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