Australasian Journal of Early Childhood最新文献_第10页

Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director Nancy Barnes, nee Brumbie(1927-2012)，南澳大利亚第一位合格的土著幼儿园园长

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-03-26 DOI: 10.1177/1836939121997990

K. Whitehead, Belinda MacGill, Samantha Jo Schulz

{"title":"Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director","authors":"K. Whitehead, Belinda MacGill, Samantha Jo Schulz","doi":"10.1177/1836939121997990","DOIUrl":"https://doi.org/10.1177/1836939121997990","url":null,"abstract":"To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"204 - 215"},"PeriodicalIF":1.8,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939121997990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Editorial 编辑

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-03-01 DOI: 10.1177/1836939121997969

S. Edwards

引用次数: 0

Partnership with families in early childhood education: Exploratory study 幼儿教育中与家庭的伙伴关系：探索性研究

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-03-01 DOI: 10.1177/1836939120979067

C. Murphy, J. Matthews, Olivia Clayton, W. Cann

引用次数: 10

Intra- and inter-rater reliability of the Behaviour Mapping Schedule: A direct observational tool for classifying children’s play behaviour 行为映射表的评分者内和评分者间可靠性：一种对儿童游戏行为进行分类的直接观察工具

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-02-10 DOI: 10.1177/1836939120982764

Kylie A Dankiw, K. Baldock, Saravana Kumar, Margarita D. Tsiros

{"title":"Intra- and inter-rater reliability of the Behaviour Mapping Schedule: A direct observational tool for classifying children’s play behaviour","authors":"Kylie A Dankiw, K. Baldock, Saravana Kumar, Margarita D. Tsiros","doi":"10.1177/1836939120982764","DOIUrl":"https://doi.org/10.1177/1836939120982764","url":null,"abstract":"Identifying and describing children’s play behaviours is an important component of evaluating child development. The Behaviour Mapping Schedule is a direct observational tool which aims to describe and quantify children’s play behaviours but is yet to undergo reliability testing. This study aimed to determine the intra- and inter-rater reliability of the Behaviour Mapping Schedule. Twelve children aged 3–5 years were each video recorded for one 20-minute playtime period at a purposively selected Community Children’s Centre in Adelaide, South Australia. The video recordings were coded independently by two raters against 23 behaviour codes. Intraclass correlation coefficients (ICCs) were calculated. Intra-rater ICCs for nearly 70% of the behaviour codes were considered ‘excellent’; likewise, for inter-rater ICCs on more than 50% of the behaviour codes. Overall, the Behaviour Mapping Schedule is a reliable tool for observing children’s play behaviour; however, additional training resources may be useful to further strengthen inter-rater reliability.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"139 - 149"},"PeriodicalIF":1.8,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939120982764","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42410931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does the Talkable programme improve caregiver knowledge and confidence in assisting their child’s language learning? A pilot study Talkable计划是否提高了护理人员在帮助孩子学习语言方面的知识和信心？试点研究

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-02-01 DOI: 10.1177/1836939120979068

Karen Nitsche, S. Leitão, R. Parsons

{"title":"Does the Talkable programme improve caregiver knowledge and confidence in assisting their child’s language learning? A pilot study","authors":"Karen Nitsche, S. Leitão, R. Parsons","doi":"10.1177/1836939120979068","DOIUrl":"https://doi.org/10.1177/1836939120979068","url":null,"abstract":"This paper reports a preliminary evaluation of the [Talkable] 10-week language learning programme. This training programme aims to help caregivers provide a rich language learning environment in a child’s first 3 years of life through the provision of evidence-based information and practical strategies to promote language development delivered primarily via mobile application. Participants in the study completed pre- and post-programme surveys on a range of questions relating to their knowledge and confidence in assisting their child’s language learning. Results indicated significant improvements in participant’s self-reported levels of knowledge about early language development and ways to assist their child’s language learning, while level of concern about their child’s language development remained fairly constant. These findings provide preliminary support for the use of [Talkable] in primary prevention, and direction for future development of the programme. Findings also add to the currently limited evidence-base for providing early language primary prevention programmes via mobile application.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"150 - 162"},"PeriodicalIF":1.8,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939120979068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice 幼儿教育工作者的福祉、工作环境和“质量”：改变政策和做法的可能性

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2020-12-21 DOI: 10.1177/1836939120979064

T. Cumming, S. Wong, H. Logan

{"title":"Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice","authors":"T. Cumming, S. Wong, H. Logan","doi":"10.1177/1836939120979064","DOIUrl":"https://doi.org/10.1177/1836939120979064","url":null,"abstract":"A child’s right to high quality education not only relies on a competent and skilled workforce, but one in which educators are well. Supporting a well workforce requires governments, organisations and educators to attend to work environment quality. This attention needs be based on sound, relevant evidence. In this paper we contribute evidence of educators’ well-being from the survey component of an Australian study with 73 participants. We map results against international guidelines, and policy openings in Australia’s National Quality Standard to understand how educators’ work environments are affecting their well-being. We conclude that existing policies on quality in early childhood education in Australia attend to only some features of work environments, with a notable absence of attention to supporting educators in the relational complexities of their work. To enable educators to provide high quality education and care, greater attention is needed by organisations and governments to what quality work environments might look like.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"50 - 65"},"PeriodicalIF":1.8,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939120979064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46312392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication 应用程序生成中的幼儿教育和护理：数字文档、学习评估和家长沟通

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2020-12-15 DOI: 10.1177/1836939120979062

Tina Stratigos, Marianne Fenech

引用次数: 6

Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training 幼儿时期的视觉艺术教育学：自我效能信念、教育学知识和有限的职前培训的包袱

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2020-12-14 DOI: 10.1177/1836939120979061

G. Lindsay

{"title":"Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training","authors":"G. Lindsay","doi":"10.1177/1836939120979061","DOIUrl":"https://doi.org/10.1177/1836939120979061","url":null,"abstract":"Visual arts provisions are central to children’s holistic, play-based learning, yet the visual arts self-efficacy beliefs and subject content knowledge of early childhood educators influence pedagogical choices. When early childhood educators lack the visual arts confidence, skills, and knowledge required to effectively support children’s visual arts learning and engagement, children’s learning in the visual arts domain may be restricted; resulting in a negative cycle of influence whereby the next generation are denied their right to access visual languages. Qualitative case study research explored the visual arts beliefs and pedagogy of 12 degree qualified and vocationally trained early childhood educators. The conceptual framework, designed to to interpret and analyse the research data, aligns Dewey’s philosophies of democracy, education and art with the philosophy and visual arts praxis of the Reggio Emilia approach to early childhood education. The research findings suggest educator’s low visual arts self-efficacy beliefs develop during childhood and are not improved by pre-service training, resulting in limited visual arts skills and knowledge. The research participants’ visual arts pedagogy appeared to be strongly influenced by the experiential ‘baggage’ they carried into their pre-service training and practice contexts, by the participants’ theoretical beliefs about children’s development and by a range of divergent beliefs about the purposes of visual art in the early childhood context. Although training has the potential to broadly inform knowledge and practice, this study suggests that unless limiting visual arts self-efficacy beliefs are disrupted by constructivist theoretical knowledge and combined with practical skills and knowledge, the visual arts curriculum offered to children may be significantly compromised.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"80 - 92"},"PeriodicalIF":1.8,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939120979061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42376253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Understanding how early childhood educators ‘see’ learning through digitally cast eyes: Some preliminary concepts concerning the use of digital documentation platforms 理解幼儿教育者如何通过数字投射的眼睛“看待”学习：关于数字文档平台使用的一些初步概念

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2020-12-14 DOI: 10.1177/1836939120979066

E. White, Tonya Rooney, A. Gunn, J. Nuttall

{"title":"Understanding how early childhood educators ‘see’ learning through digitally cast eyes: Some preliminary concepts concerning the use of digital documentation platforms","authors":"E. White, Tonya Rooney, A. Gunn, J. Nuttall","doi":"10.1177/1836939120979066","DOIUrl":"https://doi.org/10.1177/1836939120979066","url":null,"abstract":"This paper reports from a pilot study investigating the ways digital documentation platforms are changing educators’ work in early childhood education. Digital documentation platforms are secure websites or application software, enabled by computer, smartphone, or tablet technologies, allowing educators to record observations of children’s learning as text or in visual forms, to which interpretations or commentary from educators, family members, and children are added. This paper examines how these platforms orient the ways educators see and articulate young children’s learning. Video stimulated recall interviews with educators (six in total) at four ECE sites across Australia and New Zealand were analysed. Key concepts are offered in relation to how digital platforms shape the learning that is seen by early childhood educators: tag-ability, trackability, completeness, and co-constitution. Each of these concepts is problematised in relation to contemporary ECE practices and the persuasiveness and ubiquity of the visual in discourses of documentation.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"6 - 18"},"PeriodicalIF":1.8,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939120979066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Early childhood teachers’ management of their changing roles regarding digital technologies in kindergarten: A grounded theory study 幼儿教师对幼儿园数字技术角色变化的管理：一项有根据的理论研究

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2020-12-13 DOI: 10.1177/1836939120979065

Vicki Schriever

引用次数: 2