British Educational Research Journal 最新文献

Listening to young children with disabilities: Experiences of quality in mainstream primary education 倾听残疾幼儿的心声：主流初等教育的质量经验

British Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1002/berj.4039

Katherine Gulliver

{"title":"Listening to young children with disabilities: Experiences of quality in mainstream primary education","authors":"Katherine Gulliver","doi":"10.1002/berj.4039","DOIUrl":"https://doi.org/10.1002/berj.4039","url":null,"abstract":"All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace. However, competing tensions in mainstream primary education in England can impact this through a performative school culture that focusses on progress and attainment rather than the successful inclusion of all children including those with disabilities. This adult‐centric view of education quality does not consider children's experiences of what happens in mainstream primary education, through their perspectives. The research described here uses methodology that actively listens to young children with developmental disabilities themselves to understand what is important and valuable to them. Four case studies present children's experience of education in different English primary schools, using a range of photography activities, guided tours and interviews. Methods illicit rich detail and novel understandings of experiences from the views of young children with developmental disabilities, whose voices have tended to be excluded from research. The study demonstrates ways in which young children can develop self‐advocacy through opportunities to share their voice and understanding of education. Findings reveal the significance of children's involvement in the different spaces and objects associated with experiencing mainstream education, and the different types of pedagogy found in education that may or may not offer opportunities for self‐advocacy for children with developmental disabilities.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193486","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

String Figuring young children's perspectives of quality in English early childhood education and care String Figuring young children's perspectives of quality in English early childhood education and care

British Educational Research Journal Pub Date : 2024-02-19 DOI: 10.1002/berj.3990

Nikki Fairchild, Éva Mikuska

{"title":"String Figuring young children's perspectives of quality in English early childhood education and care","authors":"Nikki Fairchild, Éva Mikuska","doi":"10.1002/berj.3990","DOIUrl":"https://doi.org/10.1002/berj.3990","url":null,"abstract":"Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality. This empirical paper employs a research‐creation methodology in combination with feminist materialist theory, notably Haraway's String Figuring, to consider how quality manifests in young children's lifeworlds. Data from non‐participant observations in 17 English ECEC settings were collected and analysed by focusing on child‐led activities where agentic and autonomous engagement with objects, matter, resources, space and places were observed. This resulted in the identification of a series of ‘knots’: security, space(s), material objects, autonomy and other children. We present examples of these knots in six vignettes and propose that these are manifestations of young children's experiences of their educational environments. The knots developed from our analysis recognise how quality was manifested where children felt secure by exploring their chosen spaces. This led to children having autonomy over their play, both alone and with other children. We demonstrate how String Figuring can provide an opportunity to develop a deeper understanding of the complex and nuanced nature of young children's lifeworlds in various ECEC settings, and argue that the identified knots can provide situated and contextual ways to recognise young children's experiences of quality. By doing so it is possible to develop new knowledge that advances theoretical and professional practice conceptualisations of quality.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954669","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

Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education 幼儿有权就其教育质量发表意见：消除幼儿教育中可能存在的误解

British Educational Research Journal Pub Date : 2024-01-17 DOI: 10.1002/berj.3968

Laura Lundy, Colette Murray, Kylie Smith, Carmel Ward

{"title":"Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education","authors":"Laura Lundy, Colette Murray, Kylie Smith, Carmel Ward","doi":"10.1002/berj.3968","DOIUrl":"https://doi.org/10.1002/berj.3968","url":null,"abstract":"In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision-making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them, there is often a focus on demonstrating ‘evidence’ that young children can participate in decision-making as capable meaning-makers in their own lives, defying traditional paternalistic approaches and assumptions. While acknowledging the important work that has been undertaken to support children's participatory rights, this article seeks to raise questions about whether understanding the right of young children to be heard, particularly in relation to the quality of their education, may have been subject to a form of ‘rights inflation’ that has extended the scope of the application of the right beyond the parameters of the legal framework and/or promoted an interpretation which exceeds what the text of the Convention can bear. In this article, we explore three possible misrepresentations relating to young children's participation in decision-making related to the quality of education: (1) that all children can, should and want to have opportunities to share views on all matters affecting them; (2) that young children should always be allowed to learn and play freely; and (3) that children are <i>the</i> experts in their worlds. We do this to open up a conversation about the limits and partiality of young children's participation when viewed through the lens of children's human rights, highlighting, inter alia, the ongoing need to underscore the role of parents/guardians and professionals in enabling young children to enjoy all of their human rights, including the right to a quality education, fully.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139498790","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

Conceptualising quality early childhood education: Learning from young children in Brazil and South Africa through creative and play-based methods 优质幼儿教育的概念化：通过创造性和以游戏为基础的方法向巴西和南非的幼儿学习

British Educational Research Journal Pub Date : 2023-12-07 DOI: 10.1002/berj.3940

Laura H. V. Wright, Irene Rizzini, Malibongwe Gwele, Lynn McNair, Cristina Laclette Porto, Marsha Orgill, E. Kay M. Tisdall, Malcolm Bush, Linda Biersteker

{"title":"Conceptualising quality early childhood education: Learning from young children in Brazil and South Africa through creative and play-based methods","authors":"Laura H. V. Wright, Irene Rizzini, Malibongwe Gwele, Lynn McNair, Cristina Laclette Porto, Marsha Orgill, E. Kay M. Tisdall, Malcolm Bush, Linda Biersteker","doi":"10.1002/berj.3940","DOIUrl":"https://doi.org/10.1002/berj.3940","url":null,"abstract":"Early childhood has increasingly been acknowledged as a vital time for all children. Inclusive and quality education is part of the United Nations Sustainable Development Goals, with the further specification that all children have access to quality pre-primary education. As early childhood education (ECE) has expanded worldwide, so have concerns about the quality of ECE provision, including whether its pedagogy is culturally meaningful and contextually appropriate. While these issues are much debated in themselves, often missing is a key stakeholder group for such discussions: young children. Young children have critical insights and perspectives of key importance for ensuring quality ECE. This article addresses how quality ECE can be conceptualised, through reflections on creative and play-based methods with young children, used in a cross-national project titled Safe Inclusive Participative Pedagogy. The article draws on community case studies undertake by two of the country teams in Brazil and South Africa. In contexts where children's participation is not necessarily familiar in ECE settings nor understood by key stakeholders, the fieldwork shows that children can express their views and experiences through using creative and play-based methods. We argue that these methods can become part of a critical pedagogy through ECE settings, where ECE practitioners, children and other key stakeholders engage in ongoing, challenging and transformative dialogue. In turn, critical pedagogy has the potential to strengthen local practices, challenge top-down approach, and foster quality safe, inclusive, participative early years education.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563204","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

Young children's perspectives of time: New directions for co-constructing understandings of quality in ECEC 幼儿的时间观:共同构建ECEC中质量理解的新方向

British Educational Research Journal Pub Date : 2023-11-24 DOI: 10.1002/berj.3935

Kristín Dýrfjörð, Anna Magnea Hreinsdóttir, Adrijana Visnjic-Jevtic, Alison Clark

{"title":"Young children's perspectives of time: New directions for co-constructing understandings of quality in ECEC","authors":"Kristín Dýrfjörð, Anna Magnea Hreinsdóttir, Adrijana Visnjic-Jevtic, Alison Clark","doi":"10.1002/berj.3935","DOIUrl":"https://doi.org/10.1002/berj.3935","url":null,"abstract":"Children's relationship with time in preschools is an under-researched area. Young children rarely know how to measure time using a clock, but their <i>experiences</i> of time may contribute to understanding children's well-being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight young children's perspectives on their sense of time. First, the paper provides examples of young children's understanding of the sequence of events in preschools. Most days were marked by regular routines, such as mealtimes, circle time and outdoor activities. These stepping stones were seen as providing a rhythm for the day. Children's conversations and drawings indicated an embodied sense of time that is subjective, relational and situational. Second, questions have been raised about the impact of different time practices on young children's everyday lives in preschools. In some cases, the management of time appeared to have unintended consequences for factors relating to quality in preschools. Adherence to daily visual schedules could lead to fragmented days with fewer opportunities for uninterrupted play than time management based on ‘flow’. The subjective nature of children's sense of time is complex, and shared understandings between adults and children are not guaranteed. Careful and imaginative listening is required in order to deepen understandings on this topic. This could, in turn, support teachers to further consider the impact on children's daily experiences of preschool when planning based solely on ‘clock time’.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535428","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