Contemporary Issues in Early Childhood最新文献_第9页

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

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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？

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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

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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

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices 为什么我们还没到呢？评价抵制和反霸权主义做法的类型学

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Contemporary Issues in Early Childhood Pub Date : 2022-10-22 DOI: 10.1177/14639491221128290

Bin Wu, Catherine Oxworth

引用次数: 0

Scarcity and surveillance in early childhood education 幼儿教育的稀缺和监督

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Contemporary Issues in Early Childhood Pub Date : 2022-10-19 DOI: 10.1177/14639491221128884

Katie Sloan

{"title":"Scarcity and surveillance in early childhood education","authors":"Katie Sloan","doi":"10.1177/14639491221128884","DOIUrl":"https://doi.org/10.1177/14639491221128884","url":null,"abstract":"At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants’ narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46537096","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, multilingualism, and multimodality in young children's mathematics learning 幼儿数学学习中的跨语言、多语性和多模态

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Contemporary Issues in Early Childhood Pub Date : 2022-10-17 DOI: 10.1177/14639491221130780

Cristina Valencia Mazzanti

引用次数: 2

Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education 超越反思实践：与Place一起写博客是（重新）想象基于地点的教育的衍射实践

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Contemporary Issues in Early Childhood Pub Date : 2022-10-11 DOI: 10.1177/14639491221129190

Karen Nociti

{"title":"Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education","authors":"Karen Nociti","doi":"10.1177/14639491221129190","DOIUrl":"https://doi.org/10.1177/14639491221129190","url":null,"abstract":"This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However, when implemented for the purpose of improving place-based approaches, reflective journaling is limited by its grounding in an epistemology that values knowledge as leading to mastery and control over the environment. In response to calls for a radical reimagining of place-based approaches, the diffractive practice of blogging-with Place offers an opening for (re)imagining place-based pedagogies that (re)situate children as part of Place–children common worlds. This article has emerged from a study during which the researcher walked- and blogged-with Gabbiljee, a wetlands ecosystem also known as the watery place at the end of Derbarl Yerrigan (also known as the Swan River) in Perth, Western Australia. The inquiry revealed that whilst the potential for diffractive practice was acknowledged, there were challenges for a teacher-researcher trained in reflective practice to make this shift. The author found that the intentional implementation of hesitating and (de)composing practices intervened in ways that disrupted reflective habits, prompted necessary unlearning and created openings for diffractive possibilities. Using excerpts from two different blogs, the limitations of reflective blogging are compared to the possibilities, challenges and unlearning that transpired when engaging with the diffractive practice of blogging-with Place. Speculative, transparent and emergent, blogging-with Place is an alternative method for documenting encounters with Place.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660849","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

Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings 通过对一项研究的批判性思考来发展方法论，该研究侧重于幼儿环境中的日常有价值的接触

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Contemporary Issues in Early Childhood Pub Date : 2022-10-11 DOI: 10.1177/14639491221129192

Annika Manni, Håkan Löfgren

{"title":"Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings","authors":"Annika Manni, Håkan Löfgren","doi":"10.1177/14639491221129192","DOIUrl":"https://doi.org/10.1177/14639491221129192","url":null,"abstract":"This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47035376","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

Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs 紧张是转变的机会:在幼儿教师教育项目中应用歧视性抵制

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Contemporary Issues in Early Childhood Pub Date : 2022-10-05 DOI: 10.1177/14639491221128246

Hailey R. Love, C. L. Hancock

{"title":"Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs","authors":"Hailey R. Love, C. L. Hancock","doi":"10.1177/14639491221128246","DOIUrl":"https://doi.org/10.1177/14639491221128246","url":null,"abstract":"Efforts to “professionalize” early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies to honor relationships and interdependence.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45421466","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 sounds of memory: Troubling the professionalization of knowledge through Black women’s memoir and interpretive disability studies 记忆的声音:通过黑人女性的回忆录和解释性残疾研究来困扰知识的专业化

IF 1.2

Contemporary Issues in Early Childhood Pub Date : 2022-10-05 DOI: 10.1177/14639491221128245

Elaine Cagulada, Madeleine DeWelles

{"title":"The sounds of memory: Troubling the professionalization of knowledge through Black women’s memoir and interpretive disability studies","authors":"Elaine Cagulada, Madeleine DeWelles","doi":"10.1177/14639491221128245","DOIUrl":"https://doi.org/10.1177/14639491221128245","url":null,"abstract":"In this article, the authors encourage the consideration of the use of Black women’s memoir to inform pre-service early childhood education by exploring Mary Herring Wright’s memoir of growing up Black and deaf in the southern USA in Sounds Like Home and bell hooks’ memoir of childhood in Bone Black: Memories of Girlhood. In their engagement with Wright and hooks, stories of childhood, longing and memory appear as valid forms of knowing that attend to issues of power, hegemony and social inequity. The authors further demonstrate that the standards of practice promoted within the Ontario College of Early Childhood Educators, particularly ‘Standard II: Curriculum and Pedagogy’, understand knowledge as valid primarily if based on empirical and developmental ways of knowing. Black women’s memoirs and counternarratives, engaged with from an interpretive disability studies perspective, trouble this by suggesting that memories and stories of childhood also serve as valid and important forms of knowledge in pre-service early childhood education training and beyond . How might one encourage and support a disability studies approach to inclusion in pre-service early childhood education settings? How might such an approach help blur the child–adult binary that often appears in pre-service early childhood education, and in almost all the relationships that children have with adults? Melding the creative and the critical, the authors argue that Black women’s memoir can deepen our understanding of belonging and love, and therefore is a necessary intervention in educational institutions embedded within a normative order that creates binaries between children and adults.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453579","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