Contemporary Issues in Early Childhood最新文献_第6页

Governing education, governing early childhood education and care practitioners’ profession? 管理教育，管理幼儿教育和护理从业人员的职业?

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-05-17 DOI: 10.1177/14639491231172206

J. Pesonen, Satu Valkonen

{"title":"Governing education, governing early childhood education and care practitioners’ profession?","authors":"J. Pesonen, Satu Valkonen","doi":"10.1177/14639491231172206","DOIUrl":"https://doi.org/10.1177/14639491231172206","url":null,"abstract":"Neo-liberal values affect early childhood education through the production of specific teacher subjectivities. These subjectivities are connected not only to the logic of competition, but also to competing definitions of worth, trust and values, as demonstrated by data. Neo-liberal values of accountability are also intertwined with the traditional discourse of child-centred learning. This study contributes to research concerning early childhood education and care staff’s professionalism by focusing on the effects of the commercialization of early childhood education and care teachers’ understanding of their work. With survey data (161 responses) collected from the five largest municipalities in Finland, the authors examine the reasoning that early childhood education and care staff provide for choosing commercial as well as non-commercial digital applications, licensed programmes and ready-made learning materials. The research is highly topical since the number of innovations targeted at early childhood education and care is increasing. Digitalization opens new ways for the privatization and marketization of education by introducing appealing commercially produced programmes and materials. In this study, the authors show how the advertising of these innovations as providing ‘easy solutions’ to improve either children's learning or early childhood education and care practitioners’ working time has become a discourse through which teachers and other staff members evaluate their work and their professionalism. In addition, the authors suggest that Finnish early childhood education and care practitioners seem to have internalized the pressure to enhance efficiency and accountability in early childhood education and care.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429839","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

Translanguaging and Learning Stories in preschool: Supporting language rights and social justice for Latinx children, families, and educators 学前翻译和学习故事：支持拉丁裔儿童、家庭和教育工作者的语言权利和社会正义

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-05-17 DOI: 10.1177/14639491231164129

I. M. Escamilla, Iliana Alanis, Daniel R. Meier

引用次数: 0

Early care and education after COVID-19: A perspective 新冠肺炎后的早期护理和教育：一个视角

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-05-10 DOI: 10.1177/14639491231166483

T. Swindle

引用次数: 0

Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy 将墓地改造成语言花园：一个以正义为导向、以家庭为中心的框架，用于培养早期双语能力和新兴双语能力

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-27 DOI: 10.1177/14639491231169762

Soojin Oh Park

{"title":"Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy","authors":"Soojin Oh Park","doi":"10.1177/14639491231169762","DOIUrl":"https://doi.org/10.1177/14639491231169762","url":null,"abstract":"One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms—which pathologize dual language learners as problems to be remediated rather than assets to be developed—have largely ignored the priorities and experiences of young multilingual learners and their families. This historical omission of centering dual language learners in research, policy, and practice is unjust and has contributed to marginalization, homogenization, and linguistic erasure. Asian Americans, the second-largest group of dual language learners and the fastest-growing racial group in the USA, have remained an underexplored group of emergent bilinguals across early childhood research, practice, and policy. Thus, this article draws on the multilingual expertise of Asian American families of young dual language learners to portray how parents construct and navigate multiple knowledges, beliefs, and pedagogies of cultivating their children's dual language and literacy development. The key findings present a justice-centered framework that conceptualizes three cultivating practices across diverse spaces, borders, and time. Counterstories of planting, pollinating, and pruning position Asian immigrant parents as agentic gardeners of bilingualism and biliteracy, and interrogate the deficit paradigms that are too often placed on dual language learners to fit the narrow, monocultural, and monolingual definitions of school readiness. Centering Asian American families in generating theory and future research directions, this article envisions the future potentiality of early childhood education in pursuit of equity and transformative justice.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42898781","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

Resisting hyperreality? Talking to young children about YouTube and YouTube Kids 抵制超真实吗?和孩子们谈论YouTube和YouTube Kids

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-20 DOI: 10.1177/14639491231166487

J. O’Connor, Olga Fotakopoulou, K. Johnston, S. Kewalramani, S. Ludgate

{"title":"Resisting hyperreality? Talking to young children about YouTube and YouTube Kids","authors":"J. O’Connor, Olga Fotakopoulou, K. Johnston, S. Kewalramani, S. Ludgate","doi":"10.1177/14639491231166487","DOIUrl":"https://doi.org/10.1177/14639491231166487","url":null,"abstract":"This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about what to watch, and to explore the extent of their comprehension of the constructed, ‘unreal’ nature that characterises a large proportion of these videos, particularly those presented by children (micro-celebrities). Using child-centred methodologies, the research was carried out by parent-researchers, and the findings were analysed and interpreted using elements of Baudrillard's theory of hyperreality. The study found that the children selected videos for a variety of reasons, including those related to their ‘real-life’ interests, and were largely able to discern between the real and the hyperreal in videos by drawing on existing frames of reference and applying their developing knowledge and understanding of the world. The article provides insights into young children’s experiences, understandings and preferences around using YouTube and YouTube Kids, and extends Baudrillard’s perspectives on the hyperreal from postmodernism into a post-digital conceptual realm.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850775","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

The everyday advocacy work of the baby room leader 婴童室负责人的日常倡导工作

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-20 DOI: 10.1177/14639491231168942

M. Sakr

引用次数: 0

Abolition and ethnic studies in early care and education 废除死刑与早期护理和教育中的种族研究

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-18 DOI: 10.1177/14639491231165291

Cathery Yeh, Ruchi Agarwal-Rangnath, Alejandra Albarran Moses

引用次数: 1

Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects 人工智能是一把双刃剑:运用POWER原则使其积极影响最大化，消极影响最小化

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-17 DOI: 10.1177/14639491231169813

Jennifer J. Chen, Jasmine C Lin

{"title":"Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects","authors":"Jennifer J. Chen, Jasmine C Lin","doi":"10.1177/14639491231169813","DOIUrl":"https://doi.org/10.1177/14639491231169813","url":null,"abstract":"Advances in artificial intelligence (AI) over the last few decades are transforming the world, pervading nearly all sectors of society, including education, and many aspects of life. In the education discourse, interest in artificial intelligence has sparked various reactions and controversies—everything from appreciation for AI's capabilities to make teaching and student learning more efficient and effective to apprehension about their potential overuse and misuse. In this article, the authors discuss how artificial intelligence is a double-edged sword in early childhood education by presenting some of its positive effects (personalized learning, personalized interactive support, and increased accessibility to broadened learning experiences) and negative effects (overuse and misuse). Considering that young children are growing up in a nearly AI-ubiquitous world and are likely exposed to AI-powered tools, the authors propose applying the POWER (purposeful, optimal, wise, ethical, responsible) principles to maximize the benefits and minimize the drawbacks of AI use. Additionally, the authors recommend the integration of the POWER principles into AI literacy as an imperative for promoting the appropriate use of AI-powered tools.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41279031","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: 3

Unfinalizability: An exploration of a young child’s emergent identities through living stories 不可终结性：通过生活故事探索幼儿的新兴身份

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-12 DOI: 10.1177/14639491231169814

Hoa Pham, J. Gaffney

引用次数: 0

Reorienting curriculum materials as agents of restorative justice in early literacy classrooms 将课程材料重新定位为早期扫盲课堂中恢复性司法的推动者

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2023-04-10 DOI: 10.1177/14639491231162314

Daniel E. Ferguson, Bessie P. Dernikos

引用次数: 0