Contemporary Issues in Early Childhood最新文献

Starting with the self: Conceptualizing an anti-racist early childhood pedagogy by critiquing white educators’ social-emotional competencies 从自我开始：通过批判白人教育工作者的社会情感能力，构思反种族主义幼儿教育法

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-09-17 DOI: 10.1177/14639491241273926

Kerry-Ann Escayg

引用次数: 0

Hide and seek: A game reimagined 捉迷藏重新设计的游戏

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-09-14 DOI: 10.1177/14639491241266296

Jonathan Silin, Sonja Arndt, Chelsea Bailey

{"title":"Hide and seek: A game reimagined","authors":"Jonathan Silin, Sonja Arndt, Chelsea Bailey","doi":"10.1177/14639491241266296","DOIUrl":"https://doi.org/10.1177/14639491241266296","url":null,"abstract":"We live in a culture that teaches us to value being seen and heard above all else. In early childhood classrooms teachers are encouraged to create individual spaces for every child and to artfully display their work as it is created. Especially in Euro-Western, neoliberal contexts, policy and curricula commonly call for early childhood professionals to pay special attention to children and families who come from immigrant or otherwise marginalized backgrounds. We are urged to acknowledge and elevate children's and families’ differences for all to see. But does everyone—child, teacher, and caregiver—want to be seen and heard all the time? What are the affordances and constraints of the visibility injunction under which we live? In this article we set out to reimagine the classic hide-and-seek paradigm in order to shed fresh light on the place of hiddenness and withdrawal from public view in the formation of positive self-regard. Is the joy of hiding always defined by the anticipation of being found? Are the pleasures of seeking only realized by the possibility of finding something/someone or is seeking an activity with its own rich rewards? Our stories and responses to each other are set out in a call-and-response pattern that echoes the six semi-structured hour-long conversations on which this article is built. Musical interludes are provided between each story/response couplet offering readers moments to pause, reflect, and argue with us as they move through the article.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256882","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

Book Review: Review of Climate Change Education: Knowing, Doing, and Being by Chang C. Hung 书评：气候变化教育》书评：气候变化教育：认识、行动和存在》，Chang C. Hung 著

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-09-14 DOI: 10.1177/14639491241283499

Ayoola Bukola Oyewole, Peter Oluwaseyi Oyewole

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Book Review: Tools of the Mind. The Vygotskian Approach to Early Childhood Education by Elena Bodrova and Deborah Leong 书评：心灵的工具。伊莲娜-博德罗娃和德博拉-梁著的《维果茨基幼儿教育方法

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-09-05 DOI: 10.1177/14639491241281114

Luh Tu Selpi Wahyuni, Ida Bagus Putu Arnyana, I Made Candiasa, I Gede Margunayasa

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Storying hopeful resistances to datafication: Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care 讲述对数据化的充满希望的抵抗：幼儿教育和保育的非人类生态中的裂缝、时空物质和机构形象

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-08-28 DOI: 10.1177/14639491241267947

Jo Albin-Clark, Nathan Archer, Liz Chesworth

{"title":"Storying hopeful resistances to datafication: Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care","authors":"Jo Albin-Clark, Nathan Archer, Liz Chesworth","doi":"10.1177/14639491241267947","DOIUrl":"https://doi.org/10.1177/14639491241267947","url":null,"abstract":"In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from the idea that enactments of resistance can cause cracks to appear that forge creative spaces where different kinds of doings related to agency emerge. The context, potentiality and storyings of cracking encounters is where our interest lies. To ponder crackings, we play with feminist posthuman and materialist theorising with research-creation approaches to notice resistances as material-discursive intra-actions amongst the lively materiality of educational life. From there we notice resistance practices as ecologies. Those ecologies are complex and lively yet often concealed in more-than-human cracks by the grand narrative of datafication. Through storytelling, we reimagine these cracks as dynamic resistances, often unresolving the relationality between power and the collective more-than-human modes of resistance we witnessed. Different kinds of noticing mattered and amplifying the sharing of resistance stories brings attention to hopeful agencies already and always at work. Sharing stories can strengthen the connectivity of resistances to datafication and build a stronger autonomy and agency for early childhood education and care. Our provocation is to pay attention to the spacetimematterings of ecologies where resistance practices are already at work cracking cracks for different doings. From there, further activisms can mobilise a larger fracturing to the dominance of datafication narratives.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199997","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

Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile 了解智利幼儿教育助教的关爱专业态度

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-08-27 DOI: 10.1177/14639491241273928

Felipe Godoy, Iris Duhn, Gloria Quiñones

{"title":"Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile","authors":"Felipe Godoy, Iris Duhn, Gloria Quiñones","doi":"10.1177/14639491241273928","DOIUrl":"https://doi.org/10.1177/14639491241273928","url":null,"abstract":"Despite their crucial global importance in the daily work within classrooms, teacher assistants are barely addressed in early childhood education (ECE) teaching policy and research. In this context, little is known about features of their role – more commonly studied in the case of lead teachers – such as their professional dispositions. This paper analyses the discourses of a group of Chilean ECE teacher assistants about their dispositions, exploring possible intersections and dissonances of an ethics of care and mainstream technical practice approaches in ECE. Sixteen assistants from two ECE centres located in an urban suburb of Santiago de Chile took part in focus groups and interviews, and their discourses were analysed through a Reflexive Thematic Analysis. Findings show that teacher assistants address their role by producing a discourse informed by an ethics of care, but also drawing marginally on a mainstream technical perspective. The findings may help inform future ECE teaching policy in Chile, embracing new approaches to ECE professionalism that foreground caring practices and acknowledge the diversity of the workforce.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200027","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

Doppelganger as method: A framework for examining datafication 作为方法的二重身：数据化研究框架

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-08-21 DOI: 10.1177/14639491241273927

Mandy Pierlejewski

{"title":"Doppelganger as method: A framework for examining datafication","authors":"Mandy Pierlejewski","doi":"10.1177/14639491241273927","DOIUrl":"https://doi.org/10.1177/14639491241273927","url":null,"abstract":"This paper explores an emerging methodological approach called doppelganger as method. This method uses the idea of a doppelganger or double to explore the social world. It is specifically used to examine datafication, or the increase in the production and use of data and its impact on education. Doppelganger as method begins by locating doubles, finding that doubles of the child and teacher are created through the focus on data production in early childhood education. It then asks how this doubling operates as an instrument of power, using understandings of the literary genre of the doppelganger along with its psychoanalytic interpretations to formulate novel interpretations. Doppelganger as method has been used as a tool to reconceptualize datafication, the increase in the volume and use of data in educational contexts. Using interpretations of Freud's work on the uncanny, a psychoanalytic understanding of the doppelganger is established. This is then applied in an educational context to interpret the function of various doppelgangers. Findings from this method include an ambivalent relationship with data, the marginalization of bilingual children and changes to both teacher and child subjectivity.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225701","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

Understanding datafication in Swedish ECEC through three evaluation imaginaries 通过三种评估想象理解瑞典幼儿保育和教育中心的数据化

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-08-16 DOI: 10.1177/14639491241273923

Malin Benerdal, Magnus Larsson

{"title":"Understanding datafication in Swedish ECEC through three evaluation imaginaries","authors":"Malin Benerdal, Magnus Larsson","doi":"10.1177/14639491241273923","DOIUrl":"https://doi.org/10.1177/14639491241273923","url":null,"abstract":"In this paper we explore datafication through a specific kind of evaluative practice in Swedish early childhood education and care (ECEC): the creation of quality reports by individual preschools. A theoretical framework is developed based on Dahler-Larsen's descriptions of three ‘evaluation imaginaries’ (the modern, reflexive modernity and audit society), with elaboration of their respective characteristics and complementary notions from other sources. We then apply the framework, and a qualitative text analytical approach, to analyse eight quality reports from diverse Swedish preschools, purposefully selected to represent preschools that vary in terms of ownership, geographical location, size and pedagogical profile. We find that the reflexive modernity imaginary is most clearly influential in the ECEC quality reports, but there are emerging indications of the audit society imaginary's influence. We also find variations in prioritised focus in the reports among ECEC providers, underscoring the need for further exploration. The study calls for future research to delve into provider-specific nuances, expand the investigation to other kinds of evaluations and scrutinise the broader implications for ECEC operations and practices.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225710","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

When public preschool teachers’ classroom time is left behind 当公立幼儿园教师的课堂时间被抛在脑后时

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-08-13 DOI: 10.1177/14639491241266331

Melissa Sherfinski, Hilary Woodrum

{"title":"When public preschool teachers’ classroom time is left behind","authors":"Melissa Sherfinski, Hilary Woodrum","doi":"10.1177/14639491241266331","DOIUrl":"https://doi.org/10.1177/14639491241266331","url":null,"abstract":"This qualitative research study explores how US preschool teachers experience time as they grapple with linear “time for learning” policy initiatives. “Time for learning” positions children's learning as a function of the time children are engaged with learning tasks relative to the time needed for producing effective and efficient learners. This phenomenon is part of the global expansion of early childhood connected to biopolitics in which children's bodies are measured as subjects of governance and childhood becomes a temporal construct centered on society's aspirations and anxieties around children as its future citizens and economic contributors. Using van Manen's approach to interpretive phenomenology with 22 US preschool teachers who provided interviews on their experiences with reforms designed to expand their opportunities to increase the effectiveness and efficiency of learning for children with marginalized identities by providing them more time within the school day (expanding from half day to full day, or 4 days per week to 5), we found several themes: teachers’ loss of professional self, teachers’ loss of authentic self, and teachers disordering and distending “time for learning.” The findings suggest that preschool teachers in the study “played” with time in ways that spoke back to policy constraints yet also paid a price mentally due to efficiency/effectiveness expectations of the reform contexts. The discussion centers on preschool teachers’ experiences in light of older research on teachers’ consciousness and suggests that veteran preschool teachers are positioned uniquely in the struggle to resist the temporal elements of biopolitics and neoliberal reform.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200028","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}

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Insights for the OECD's baby PISA from Mexico's large-scale assessment of pre-schoolers 墨西哥对学龄前儿童的大规模评估对经合组织婴儿国际学生评估项目的启示

IF 1.3

Contemporary Issues in Early Childhood Pub Date : 2024-08-09 DOI: 10.1177/14639491241267952

Israel Moreno-Salto, Susan L. Robertson

引用次数: 0