Contemporary Issues in Early Childhood最新文献_第8页

Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place 教师教育中的公共艺术遭遇：及时的教学法破坏了殖民地与地方的关系

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-12-01 DOI: 10.1177/14639491221139314

Elaine Beltran-Sellitti, Tahmina Shayan

{"title":"Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place","authors":"Elaine Beltran-Sellitti, Tahmina Shayan","doi":"10.1177/14639491221139314","DOIUrl":"https://doi.org/10.1177/14639491221139314","url":null,"abstract":"Public art is placed in relation to its surroundings, conveying messages that are open to interpretation and thus proposing conversations between art/aesthetics, geography, histories and the subjectivity of the viewer. As such, it can engender possibilities to ‘politicize our relations with place’. Embracing the vision of a multidisciplinary assignment for an introductory course on place relations for first-year students in a Canadian teaching university, the authors designed an assignment of living inquiry with public art. The students placed themselves in relation to the art piece by studying the surrounding area of the artwork, embracing the propositions of the piece, and responding to those propositions artistically and through writing. What does it mean to live on Indigenous land? It was imperative to introduce conversations about the different but interconnected concepts of place and land that house public art pieces. The authors envisioned teacher education beyond the limits of a positivist dominant developmental lens that constrains holistic and critical possibilities to embrace decolonial acts. They asked: How might pre-service education disrupt the colonial inheritance and practices rooted in early childhood education? The students critically reflected on their geopolitical position, the contemporary issues of our time and the implications for their journey of becoming educators.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801168","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

Contesting the hegemony of developmentalism in pre-service early childhood education and care: Critical discourses and new directions 幼儿职前教育与保育中发展主义的霸权之争:批判话语与新方向

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-12-01 DOI: 10.1177/14639491221139065

引用次数: 1

What about teachers’ cultures? Elevating early childhood teachers’ culture stories through a Kristevan lens 那么教师的文化呢？通过Kristivan的镜头提升幼儿教师的文化故事

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-29 DOI: 10.1177/14639491221141726

S. Arndt, Clare Bartholomaeus

引用次数: 0

Self-identified Spanish-speaking early childhood educators abriendo puertas for bilingualism through a care-based linguistic stewardship of Spanish 自我认同的讲西班牙语的幼儿教育工作者通过对西班牙语的关怀为基础的语言管理，为双语教育提供了丰富的经验

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-29 DOI: 10.1177/14639491221137748

R. Pontier, David Riera

引用次数: 0

Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia: Challenges and opportunities 探讨幼儿教育工作者对澳大利亚提供多语言教育的看法：挑战与机遇

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-29 DOI: 10.1177/14639491221137900

Criss Jones Diaz, Beatriz Cardona, Paola Escudero Neyra

{"title":"Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia: Challenges and opportunities","authors":"Criss Jones Diaz, Beatriz Cardona, Paola Escudero Neyra","doi":"10.1177/14639491221137900","DOIUrl":"https://doi.org/10.1177/14639491221137900","url":null,"abstract":"Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited attention given to research on the role of early childhood education in supporting and extending children's home languages. Within this context, using data from a larger study on early multilingual education, this article builds on empirical data from interviews with four educators representing two early childhood education settings. This article aims to examine the educators’ perspectives of their settings’ policy and practice, in the absence of broader curriculum frameworks, regarding their role in extending children's home languages. Despite this policy gap, the authors explore how these settings facilitated the diverse linguistic and cultural assets of children and families by supporting and extending children's home languages. Drawing on Bourdieu's framework of social practice, they examine various pedagogical approaches implemented at the settings that validated children's multilingualism, and explore the range of opportunities afforded to multilingual children in using their home languages at the settings. The findings reveal that despite the educators’ well-developed understandings of the benefits of early multilingualism, there is some confusion regarding appropriate pedagogical approaches for multilingual support in early childhood education.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665680","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

Femmephobia in kindergarten education: Play environments as key sites for the early devaluation of femininity and care 幼儿园教育中的女性恐惧症:游戏环境是女性气质和关怀早期贬值的关键场所

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-27 DOI: 10.1177/14639491221137902

Jessica Prioletta, Adam W. J. Davies

引用次数: 1

Exploring the role of Black feminist thought in pre-service early childhood education: On the possibilities of embedded transformative change 探讨黑人女权主义思想在职前幼儿教育中的作用:关于嵌入式变革的可能性

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-24 DOI: 10.1177/14639491221136584

Janelle Brady

{"title":"Exploring the role of Black feminist thought in pre-service early childhood education: On the possibilities of embedded transformative change","authors":"Janelle Brady","doi":"10.1177/14639491221136584","DOIUrl":"https://doi.org/10.1177/14639491221136584","url":null,"abstract":"As a Black feminist scholar who teaches in an early childhood studies program, the author has witnessed how dominant theories and methods used for pre-service early childhood education and care disconnect students from their lived experiences. The detachment of social location in theoretical text, and particularly in developmental discourse, is not isolated to the field; it is instead a result of the fragmentation of knowledge, which is central in the modern colonial project. The author explores what the possibilities are for Black feminist scholarship in pre-service early childhood education and care while unpacking the many racial and intersecting injustices in the field. The dominant research and pedagogy practices in early childhood education and care have limitations, with omissions of the nuances of the critical engagement of students, families and community more broadly through lived experience. When assumptions of detached and ‘objective’ knowledge are centred, then ideas that challenge norms and the status quo are omitted or peripheralized, when they are included. The article explores the possibilities of what the author calls ‘embedded transformative change’ – a change that is central to pedagogy and research in the field of early childhood education and care as opposed to being placed at the margins. Through embedded transformative change, members of pre-service early childhood education and care programs can think of themselves as active agents in change and liberation.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746206","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

Assessing children's psychosocial well-being: Norwegian early childhood education and care teachers’ challenges when completing a global screening tool 评估儿童心理健康:挪威幼儿教育和护理教师在完成全球筛查工具时面临的挑战

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-11-03 DOI: 10.1177/14639491221133454

K. Franck, Monica Seland, Johanne Rimul, A. Sivertsen, M. Kernan

引用次数: 1

Assessment for learning within Australia's Early Years Learning Framework: What is the place of Learning Stories? 澳大利亚早期学习框架内的学习评估：学习故事在哪里？

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-10-31 DOI: 10.1177/14639491221133464

Victoria Minson, J. Nuttall

引用次数: 0

Exploring enactments of the big screen and the small screen in a Norwegian early childhood education and care setting 探索挪威幼儿教育和保育环境中大屏幕和小屏幕的场景

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-10-31 DOI: 10.1177/14639491221133626

Ingvild Kvale Sørenssen

{"title":"Exploring enactments of the big screen and the small screen in a Norwegian early childhood education and care setting","authors":"Ingvild Kvale Sørenssen","doi":"10.1177/14639491221133626","DOIUrl":"https://doi.org/10.1177/14639491221133626","url":null,"abstract":"While much has been written about how to implement digital tools for learning and play in early childhood education and care, using a sociomaterial perspective this article seeks to explore what types of activities can be the outcome of appropriating different digital tools, and who or what defines these activities. Employing a sociomaterial perspective traditionally means a move from seeing the world merely as socially constructed to including the material artefacts in the construction of that world. However, herein there is a danger of overemphasizing what things do to humans and forgetting what humans do in the relationship. Through a sociomaterial lens, digital tools, children and adults all equally exist – but do they exist equally? In the case of digital tools in early childhood education and care, it is not merely a case of how digital tools are inscribed that defines what these activities may look like. Rather, it is necessary to account for how these activities are enacted by adults and/or children as free play or as part of a more institutionalized agenda, in addition to the objects themselves. Drawing on actor-network theory and using video ethnographic data from an early childhood education and care facility that has a strong information and communications technology profile, the focus is on how the digital tools, tablets and interactive whiteboards are enacted as different types of activities depending on the actors in the assemblage. Nuancing between different types of digital tools, as well as being sensitive to how both human and non-human actors influence an activity, can be useful for researchers and practitioners alike.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143181","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