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Australasian Journal of Early Childhood最新文献

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Educators’ perspectives on the role the Early Childhood Education and Care environment plays in supporting children’s social and emotional development 教育工作者对幼儿教育和保育环境在支持儿童社交和情感发展方面所起作用的看法
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-18 DOI: 10.1177/18369391231221560
Andrea Tamblyn, Yihan Sun, Angela North, Nicci Godsman, Crystal Boothby, Helen Skouteris, C. Blewitt
{"title":"Educators’ perspectives on the role the Early Childhood Education and Care environment plays in supporting children’s social and emotional development","authors":"Andrea Tamblyn, Yihan Sun, Angela North, Nicci Godsman, Crystal Boothby, Helen Skouteris, C. Blewitt","doi":"10.1177/18369391231221560","DOIUrl":"https://doi.org/10.1177/18369391231221560","url":null,"abstract":"This study explored educators’ perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children’s social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children’s social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"53 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173809","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
Taking a detailed look at early childhood educators’ worktime 详细了解幼儿教育工作者的工作时间
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-08 DOI: 10.1177/18369391231219820
Linda J Harrison, Sandie Wong, Judith E Brown, Megan Gibson, T. Cumming, Michael Bittman, Frances Press
{"title":"Taking a detailed look at early childhood educators’ worktime","authors":"Linda J Harrison, Sandie Wong, Judith E Brown, Megan Gibson, T. Cumming, Michael Bittman, Frances Press","doi":"10.1177/18369391231219820","DOIUrl":"https://doi.org/10.1177/18369391231219820","url":null,"abstract":"Despite the acknowledged complexity and time pressures of early childhood educators’ work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators’ work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"9 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590154","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
Unpacking and unpicking the challenge of 600 hours of preschool attendance 解读 600 小时学前教育的挑战
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-07 DOI: 10.1177/18369391231219829
L. Harrison, Tracy Redman, Judith E Brown, Leanne Lavina, B. Davis, S. Degotardi, Loraine Fordham, Fay Hadley, Catherine Jones, Manjula Waniganayake, Sandie Wong
{"title":"Unpacking and unpicking the challenge of 600 hours of preschool attendance","authors":"L. Harrison, Tracy Redman, Judith E Brown, Leanne Lavina, B. Davis, S. Degotardi, Loraine Fordham, Fay Hadley, Catherine Jones, Manjula Waniganayake, Sandie Wong","doi":"10.1177/18369391231219829","DOIUrl":"https://doi.org/10.1177/18369391231219829","url":null,"abstract":"The Australian Government’s (2022) Preschool Reform Funding Agreement and initiatives by state governments aim to lift enrolment and maximise the benefits of early childhood education (ECE) in the year before school. The Agreement is particularly relevant for children and families from vulnerable and disadvantaged backgrounds, many of whom do not utilise the annual attendance target of 600 hours available to every child. Children’s enrolment and daily attendance records are key to understanding participation in ECE, but few studies or government reports have examined this information in detail. Drawing on administrative records provided by 19 long day care and preschool centres/schools in areas of socio-economic disadvantage, we analysed weekly attendance for 971 preschool-aged children over four 10-week terms. Results for the ‘percentage of enrolled days’ attended (M = 88%) and ‘total hours’ attended (M = 576 h) approached the target but differed for children enrolled in preschool versus long day care.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"12 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592815","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
Irreconcilable knowledges?: A way forward 不可调和的认知？前进之路
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-07 DOI: 10.1177/18369391231220055
Susan Grieshaber, Kate Highfield, Adam Duncan, C. Neilsen-Hewett
{"title":"Irreconcilable knowledges?: A way forward","authors":"Susan Grieshaber, Kate Highfield, Adam Duncan, C. Neilsen-Hewett","doi":"10.1177/18369391231220055","DOIUrl":"https://doi.org/10.1177/18369391231220055","url":null,"abstract":"This article considers the realm of knowledge in early childhood education (ECE); what knowledge is valued, and how different types of knowledge position children and educators. To this end, two different examples of practice informed by different types of knowledge are provided: one from an educator working in a long day care service (Duncan) and a second, a national assessment of young children’s development, the Australian Early Development Census (AEDC). The two examples reflect practices that one might see in Australian ECE settings, and due to governance and regulations, both illustrations could be evident in the same context. Using a dialogic approach we provide an insight into the requirements of the everyday work of educators and the disparate and often irreconcilable understandings of knowledge that inform their everyday work. We conclude with some suggestions for more equitable approaches and identify some of the challenges of attempting to do this.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"37 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592301","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
Initiatives supporting student retention in early childhood teacher education qualifications 支持保留幼儿师范教育资格证书学生的举措
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-06 DOI: 10.1177/18369391231220050
Leanne Gibbs, Kelly Linden, Sarah Teakel, Elissa Dell
{"title":"Initiatives supporting student retention in early childhood teacher education qualifications","authors":"Leanne Gibbs, Kelly Linden, Sarah Teakel, Elissa Dell","doi":"10.1177/18369391231220050","DOIUrl":"https://doi.org/10.1177/18369391231220050","url":null,"abstract":"This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"40 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595217","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
The lost art of joy in early childhood education 幼儿教育中失落的快乐艺术
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-12-01 DOI: 10.1177/18369391231219819
Cathy Little, Olivia Karaolis
{"title":"The lost art of joy in early childhood education","authors":"Cathy Little, Olivia Karaolis","doi":"10.1177/18369391231219819","DOIUrl":"https://doi.org/10.1177/18369391231219819","url":null,"abstract":"Early childhood education is a sector often mis-represented in the media and public domain, depicting a sector beleaguered by low salaries, lack of professional recognition and inadequate working conditions. Missing from this depiction is the fullness of the everyday teaching and learning experiences of early childhood educators, and subsequent joy experienced in working with young children and families and the significant contribution of this emotion to educator practice and sense of wellbeing. Using an online survey, educators were invited to share their perspectives of factors that are contributing to the crisis in the field, their daily encounters with children and the moments, both big and small, that shaped and guided their pedagogy. Findings suggested that while the concept of joy was embraced and validated by educators, it was also elusive and hard to define. Suggestions for validating the place of joy as central in early childhood education conclude the paper.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"7 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624162","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
Promoting care for the wellbeing of early childhood professionals in Australia 促进对澳大利亚幼儿教育专业人员福祉的关爱
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-11-24 DOI: 10.1177/18369391231202837
Gloria Quiñones, E. Berger, Melissa M. Barnes
{"title":"Promoting care for the wellbeing of early childhood professionals in Australia","authors":"Gloria Quiñones, E. Berger, Melissa M. Barnes","doi":"10.1177/18369391231202837","DOIUrl":"https://doi.org/10.1177/18369391231202837","url":null,"abstract":"Early childhood (EC) professionals are valuable educators and teachers, and their work involves being caregivers, yet the effects of the COVID-19 pandemic have highlighted the lack of ‘caring about’ and ‘for’ EC professionals. With the increasing focus on educator wellbeing, this paper explores how eight EC professionals understand the role of care for their wellbeing. Drawing upon a feminist ethics of care, this paper interrogates the role of care in the everyday professional work lives of educators. The findings reveal that while EC professionals understand the importance of self-care, however, their self-care is more likely to be prioritised when it is promoted by leadership (e.g., centre directors, organisational). This study also found that EC professionals need to receive care through recognition by parents, centre leaders and colleagues.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"59 43","pages":"307 - 318"},"PeriodicalIF":1.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241608","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
Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada 倒在 "废墟边"：从加拿大安大略省幼儿教育工作者的角度界定和实现教育工作者的福祉
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-11-24 DOI: 10.1177/18369391231211023
Brooke Maureen Richardson, Rachel Vickerson, Nadia Bader
{"title":"Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada","authors":"Brooke Maureen Richardson, Rachel Vickerson, Nadia Bader","doi":"10.1177/18369391231211023","DOIUrl":"https://doi.org/10.1177/18369391231211023","url":null,"abstract":"It has been well-established that highly gendered, early childhood education workforces face major temporal, material, physical and psychological barriers to being well. This issue is particularly pressing in this political moment: a national childcare policy program is being rolled out for the first time in Canadian history. It is in this context that we take a grounded theory methodological approach, rooted in feminist care ethics, to centre and analyse the voices of early childhood educators in both conceptualising well-being and identifying ideas and strategies for moving closer to it. We suggest that concurrently addressing the material and discussive value of early childhood educators is necessary to disrupt existing social structures that rely on early childhood educator’s exploitation. We conclude that truly dismantling what is and building a something better can only be done when early childhood educators’ voices and embodied experiences are centered in the decision-making process.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"141 1","pages":"294 - 306"},"PeriodicalIF":1.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242441","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
A case study of clinical supervision to support early childhood leaders in times of natural disasters: “It’s not a designer handbag” 自然灾害时期支持幼儿领导的临床督导案例研究："这不是一个名牌手提包
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-11-24 DOI: 10.1177/18369391231217266
Sandie Wong
{"title":"A case study of clinical supervision to support early childhood leaders in times of natural disasters: “It’s not a designer handbag”","authors":"Sandie Wong","doi":"10.1177/18369391231217266","DOIUrl":"https://doi.org/10.1177/18369391231217266","url":null,"abstract":"This paper is a case study of clinical supervision to support early childhood leaders in times of a natural disaster. The case is of five Directors working in long day care services in regional New South Wales, and their Manager, following catastrophic flooding in the region. Data were gathered through individual interviews and thematic analysis conducted. The paper summarises the emotional and professional burdens experienced by the participants as a result of the flood. The case study identifies the benefits of clinical supervision for these leaders’ personal wellbeing and professional practice during natural disaster, and highlights the need for clinical supervision to be delivered by skilled, trauma-informed supervisors who understand the early childhood context. Some challenges to clinical supervision are identified. Arguments are made for supervision to be provided and sustained to support early childhood leaders in both the emergency and recovery periods of experiencing a natural disaster.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"60 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238653","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
“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform "如果我们不能为自己代言，其他人也不会"：幼儿教育改革中的教师能动性
IF 1.8 4区 教育学
Australasian Journal of Early Childhood Pub Date : 2023-11-24 DOI: 10.1177/18369391231208731
Natalie Robertson, Katherine Anne Bussey, Anne-Marie Morrissey
{"title":"“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform","authors":"Natalie Robertson, Katherine Anne Bussey, Anne-Marie Morrissey","doi":"10.1177/18369391231208731","DOIUrl":"https://doi.org/10.1177/18369391231208731","url":null,"abstract":"The Victorian Government has engaged in multiple reforms in early childhood education and care, marketed to support quality education and increase investment in social reform. Initiatives accompanying reforms, aiming to assist teacher knowledge and skills. However, with each new initiative more pressures are placed on early childhood professionals. Throughout 2021 and 2022, a group of early childhood teachers employed in kindergartens across Melbourne participated in focus groups and interviews, sharing experiences of working with these initiatives and providing recommendations for their roll out. The Capability Approach has been used to analyse their experiences and recommendations to identify how teacher's agency was enabled and constrained. We identified three key recommendations for Governments to consider during current and future early childhood reforms to support an agentic profession. Specifically, focused support for teachers, an urgent need for increased consultation with the EC community and new opportunities for career progression were identified.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"61 4","pages":"281 - 293"},"PeriodicalIF":1.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238964","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
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