Contemporary Issues in Early Childhood最新文献_第3页

Editorial 25(1) 编辑 25(1)

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-02-14 DOI: 10.1177/14639491241233154

Susan J. Grieshaber

引用次数: 0

Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway 研究纽约市学前教育的全纳生态：正在进行的混合方法研究

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-02-12 DOI: 10.1177/14639491241229229

Sarika S. Gupta, Gregory A Cheatham, Natasha Strassfeld, Xiaohan Zhu, Cristina Medellin, Mark Nagasawa

引用次数: 0

Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway 研究纽约市学前教育的全纳生态：正在进行的混合方法研究

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-02-12 DOI: 10.1177/14639491241229229

Sarika S. Gupta, Gregory A Cheatham, Natasha Strassfeld, Xiaohan Zhu, Cristina Medellin, Mark Nagasawa

引用次数: 0

Agonist relationships in the toddler classroom: Exploring the connection between conflict and care 幼儿课堂上的冲突关系：探索冲突与关爱之间的联系

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-02-09 DOI: 10.1177/14639491241229227

Cassie Sorrells, Samara Madrid Akpovo

{"title":"Agonist relationships in the toddler classroom: Exploring the connection between conflict and care","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1177/14639491241229227","DOIUrl":"https://doi.org/10.1177/14639491241229227","url":null,"abstract":"Dominant Western discourse in early childhood education frames conflict as a disruptive and damaging force that is antithetical to the “ideal” classroom environment. However, critical early childhood scholars have begun to reconceptualize the role of conflict in early childhood classroom dynamics, exploring its potential as a productive and necessary force that supports current and future political participation for young children. This paper draws from data collected during an eight-month ethnography of care practices in an infant/toddler classroom at a university laboratory school in the Southeastern United States. Using Chantal Mouffe's theories political conflict, we interpret one teacher's understandings of conflict in her classroom and the practices that she engaged in support of what Mouffe would term “agonist conflict” (i.e., friendly, rather than antagonistic, conflict). Findings demonstrate that this teacher views agonist conflict to be a productive process for young children—one that enables them to articulate their political subjectivities as members of their classroom community and one that will foster their engagement as citizens of a broader democratic society. As such, the emotional support and scaffolding she provided to support such engagement constitute a political form of care. This research holds implications for reconceptualized understandings of peer conflict in early childhood contexts and insight into how teachers can better support children's developing political engagement through agonist conflict with their peers.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139850656","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

Agonist relationships in the toddler classroom: Exploring the connection between conflict and care 幼儿课堂上的冲突关系：探索冲突与关爱之间的联系

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-02-09 DOI: 10.1177/14639491241229227

Cassie Sorrells, Samara Madrid Akpovo

{"title":"Agonist relationships in the toddler classroom: Exploring the connection between conflict and care","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1177/14639491241229227","DOIUrl":"https://doi.org/10.1177/14639491241229227","url":null,"abstract":"Dominant Western discourse in early childhood education frames conflict as a disruptive and damaging force that is antithetical to the “ideal” classroom environment. However, critical early childhood scholars have begun to reconceptualize the role of conflict in early childhood classroom dynamics, exploring its potential as a productive and necessary force that supports current and future political participation for young children. This paper draws from data collected during an eight-month ethnography of care practices in an infant/toddler classroom at a university laboratory school in the Southeastern United States. Using Chantal Mouffe's theories political conflict, we interpret one teacher's understandings of conflict in her classroom and the practices that she engaged in support of what Mouffe would term “agonist conflict” (i.e., friendly, rather than antagonistic, conflict). Findings demonstrate that this teacher views agonist conflict to be a productive process for young children—one that enables them to articulate their political subjectivities as members of their classroom community and one that will foster their engagement as citizens of a broader democratic society. As such, the emotional support and scaffolding she provided to support such engagement constitute a political form of care. This research holds implications for reconceptualized understandings of peer conflict in early childhood contexts and insight into how teachers can better support children's developing political engagement through agonist conflict with their peers.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790882","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

Minecraft and Super Mario as enacted in a preschool setting: Children's engagements with digital popular culture beyond player–interface–screen ecologies 学龄前环境中的《我的世界》和《超级马里奥》：儿童与超越玩家-界面-屏幕生态的数字流行文化的接触

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2024-01-22 DOI: 10.1177/14639491231225225

Emilie Elsa Moberg

引用次数: 0

CIEC colloquium: Reflections on Beyond Quality at 25 years CIEC 座谈会：超越质量 25 周年反思

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-12-27 DOI: 10.1177/14639491231222510

Gunilla Dahlberg, Peter Moss, Alan Pence

引用次数: 0

English for Young Learners in Asia: Challenges and Directions for Teacher Education 亚洲青少年英语学习者：教师教育的挑战和方向

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-12-25 DOI: 10.1177/14639491231222650

M. Zaenal Abidin

引用次数: 0

Anti-racism commitment in early childhood education: The limits of cultural competency 幼儿教育中的反种族主义承诺：文化能力的局限性

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-12-18 DOI: 10.1177/14639491231220363

M. Azarmandi, Andrea Delaune, Nicola Surtees, Kari Moana Te Rongopatahi

{"title":"Anti-racism commitment in early childhood education: The limits of cultural competency","authors":"M. Azarmandi, Andrea Delaune, Nicola Surtees, Kari Moana Te Rongopatahi","doi":"10.1177/14639491231220363","DOIUrl":"https://doi.org/10.1177/14639491231220363","url":null,"abstract":"Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers’ uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers’ understandings about racism. The limits of narrow definitions of racism that explain it as the result of ‘cultural difference’ are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175044","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

Young children's narratives of exclusion in peer relationships in early childhood education and care 幼儿教育和保育中同伴关系中的幼儿排斥叙事

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-12-11 DOI: 10.1177/14639491231217068

E. Sevón, Marianne Notko, Eija Salonen, Maria Lahtinen

{"title":"Young children's narratives of exclusion in peer relationships in early childhood education and care","authors":"E. Sevón, Marianne Notko, Eija Salonen, Maria Lahtinen","doi":"10.1177/14639491231217068","DOIUrl":"https://doi.org/10.1177/14639491231217068","url":null,"abstract":"In peer culture, children develop social and moral orderings that justify exclusion of one or more peers – an area that has sparked debate among early childhood education groups. Therefore, the present study employed the idea of the power order or social and moral ordering of belonging to explore young children's narratives of social exclusion. We asked what story types can be identified in these narratives and how exclusion is reasoned in them. The data consisted of 25 narratives produced by 12 children, aged 4–6 years, via the Story Magician's Playtime method in early childhood education and care in Finland. Four story types were identified (repulsion, hierarchy, adult as mediator and conciliation), in which the moral reasoning for and conclusion of the exclusion differed. The diverse story types manifested complex negotiations, meaning-makings and diversity of emotions, in which children transcended dichotomous, black-and-white moral reasoning. Children's narratives illuminate how they negotiate social orders in situational interactions. Rules prescribed for children from adults are reproduced, modified and reinterpreted in these interactions. The narratives imparted the contradictions between preserving specific rules and members for ongoing play and the altruistic all-can-participate rule. The study highlighted the importance of addressing exclusion situations in ECEC. If social exclusion is not reflected on with children, they are left alone to solve these situations, which may cause a vicious cycle for repeatedly excluded children.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010538","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