Australasian Journal of Early Childhood最新文献_第8页

‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators “当我们坐在一起时，它就起了作用”：支持幼儿教育工作者团队中的个人和合作反思实践

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-10-20 DOI: 10.1177/18369391211052683

Naomi Ruming, L. McFarland

引用次数: 1

In whose best interests? Regulating childcare environments in Australia 为了谁的最大利益?规范澳大利亚的儿童保育环境

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-10-09 DOI: 10.1177/18369391211050184

A. Morrissey, D. Moore

引用次数: 2

Leading through complexity in early childhood education and care 通过幼儿教育和照料的复杂性发挥领导作用

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-10-08 DOI: 10.1177/18369391211050139

Leanne Gibbs

引用次数: 2

The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education 被研究的风险:为高质量幼儿教育重新设想教育者的研究参与

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-09-22 DOI: 10.1177/18369391211046681

Mandy Cooke

{"title":"The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education","authors":"Mandy Cooke","doi":"10.1177/18369391211046681","DOIUrl":"https://doi.org/10.1177/18369391211046681","url":null,"abstract":"The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators’ experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"342 - 354"},"PeriodicalIF":1.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41566899","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

From Birth to Three: Exploring Educators’ Understandings of Agency 从出生到三岁:探索教育者对能动性的理解

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-09-02 DOI: 10.1177/18369391211041775

Tanya Burr, S. Degotardi

引用次数: 3

Being clear on what we value in early childhood research: A response to Edwards (2021) 明确我们在幼儿研究中的价值：对Edwards（2021）的回应

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-09-01 DOI: 10.1177/18369391211044610

M. de Rosnay

引用次数: 6

Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations 在COVID-19大流行期间支持教育工作者的福祉:幼儿教育和护理组织领导力的案例研究

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-08-26 DOI: 10.1177/18369391211040940

H. Logan, L. McFarland, and Tamara Cumming, S. Wong

{"title":"Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations","authors":"H. Logan, L. McFarland, and Tamara Cumming, S. Wong","doi":"10.1177/18369391211040940","DOIUrl":"https://doi.org/10.1177/18369391211040940","url":null,"abstract":"The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators’ well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators’ contributions to society. Implications for critical incident planning in ECEC are discussed.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"46 1","pages":"309 - 321"},"PeriodicalIF":1.8,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787929","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: 9

Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup 在Galiwin 'ku FaFT游戏小组中赋予土著家庭权力，让他们成为孩子的文化知识、语言和身份认同的第一位教师

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-08-20 DOI: 10.1177/18369391211038978

Dorothy Gapany, Marilyn Murukun, Jessica Goveas, Jonica Dhurrkay, Verity Burarrwanga, J. Page

{"title":"Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup","authors":"Dorothy Gapany, Marilyn Murukun, Jessica Goveas, Jonica Dhurrkay, Verity Burarrwanga, J. Page","doi":"10.1177/18369391211038978","DOIUrl":"https://doi.org/10.1177/18369391211038978","url":null,"abstract":"Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"20 - 31"},"PeriodicalIF":1.8,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939197","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: 7

Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school 超越刻板印象：比较中国和澳大利亚父母对学校过渡的看法

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-08-19 DOI: 10.1177/18369391211038361

Liwei Liu, Lyndal O’Gorman, J. Dillon-Wallace, A. Petriwskyj

引用次数: 1

Editorial 编辑

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2021-06-01 DOI: 10.1177/18369391211017245

S. Edwards

引用次数: 6