Australian journal of early childhood最新文献

Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education 以探究为基础的项目学习是在幼儿教育中促进幸福、持续关注和双文化实践的一种方法

Australian journal of early childhood Pub Date : 2023-11-10 DOI: 10.1177/18369391231212685

Sarah Probine, Jo Perry, Joanne Marie Alderson, Yo Heta-Lensen, Rachael Burke, Fiona Louise McAlevey

{"title":"Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education","authors":"Sarah Probine, Jo Perry, Joanne Marie Alderson, Yo Heta-Lensen, Rachael Burke, Fiona Louise McAlevey","doi":"10.1177/18369391231212685","DOIUrl":"https://doi.org/10.1177/18369391231212685","url":null,"abstract":"Rapid technology advancements and global responses to sustainability have had a transformational impact on education in the 21st century. As early childhood teachers in Aotearoa/New Zealand respond these challenges, many have recognised the potential inquiry-based project learning (IBPL) has to transform learning for children through empowering them to discover answers through collaboration, representation, reflection and dialogue. This paper explores a current research project in Aotearoa/New Zealand examining how early childhood teachers have interpreted global and local discourses on IBPL and how this impacts children’s learning. The research utilised narrative inquiry to examine the experiences of six early childhood communities using this approach. The study found that IBPL contributes to environments of wellbeing and sustained focus for both children and teachers when relationships and time are prioritised and inquiries are focused on place, and that this approach can create pathways for early childhood teachers to enact rich bi-cultural practice.","PeriodicalId":80604,"journal":{"name":"Australian journal of early childhood","volume":"76 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092848","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

Supporting early childhood teacher well-being through the practice of mindful self-compassion 通过练习有意识的自我同情来支持幼儿教师的幸福

Australian journal of early childhood Pub Date : 2023-09-16 DOI: 10.1177/18369391231202833

Justine O’Hara-Gregan

引用次数: 0

“I am the pilot, but i need a committed crew”: Researching early childhood education and care leadership by using the actantial model of power “我是飞行员，但我需要一个忠诚的机组人员”:基于实际权力模型的幼儿教育与关爱领导力研究

Australian journal of early childhood Pub Date : 2023-09-16 DOI: 10.1177/18369391231202838

Kirsi-Marja Heikkinen, Raisa Ahtiainen, Arto Kallioniemi, Elina Fonsén

引用次数: 0

Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators 观察、反思、改善儿童学习工具(ORICL)的可行性和初始心理测量特性:幼儿服务:婴幼儿教育工作者能力建设的工具

Australian journal of early childhood Pub Date : 2023-08-16 DOI: 10.1177/18369391231194374

Kate E. Williams, Magdalena Janus, Linda J. Harrison, Sandie Wong, Sheena Elwick, Laura McFarland

引用次数: 0

Contexts and connections 上下文和联系

Australian journal of early childhood Pub Date : 2023-01-17 DOI: 10.1177/18369391231153681

Susan Edwards

引用次数: 0

Childcare Staff and Parents' Beliefs about Quality Care for Infants/Toddlers in Centre-Based Programs in Singapore 新加坡幼托人员和家长对中心项目中婴幼儿护理质量的看法

Australian journal of early childhood Pub Date : 2015-09-01 DOI: 10.1177/183693911504000314

Karuppiah Nirmala

引用次数: 3

Teachers' versus Parents' Perceptions of Professionalism of Early Childhood Teachers: A Mixed-Methods Study 教师与家长对幼儿教师职业化的看法:一项混合方法研究

Australian journal of early childhood Pub Date : 2015-05-01 DOI: 10.1177/183693911504000214

Tzuo Pei-Wen, Tan Liang See, Yong Foong Ling, Liang Jyh-Chong

{"title":"Teachers' versus Parents' Perceptions of Professionalism of Early Childhood Teachers: A Mixed-Methods Study","authors":"Tzuo Pei-Wen, Tan Liang See, Yong Foong Ling, Liang Jyh-Chong","doi":"10.1177/183693911504000214","DOIUrl":"https://doi.org/10.1177/183693911504000214","url":null,"abstract":"IT IS OF CONCERN THAT the professionalism of early childhood teachers (PECT) is nebulous in the eyes of the public, and parents' perceptions of PECT may become an obstacle to the school–home partnership. This study explores teachers' versus parents' perceptions of the various characteristics of PECT to identify gaps among them and suggest ways to close these gaps. A mixed-methods research methodology was employed with 219 teacher and parent participants in Singapore. The quantitative findings indicate first that the teachers perceived PECT to be composed of two dimensions as two levels of capacity: fundamental pedagogical capacity and accumulated classroom studies of children. In contrast, the parents perceived PECT as a single dimension. Second, the gaps between teachers' and parents' perceptions were identified as four factor items of PECT, including characteristics of understanding a child's needs, being able to create good relations with children, professional development and valuing of ethics. We discuss these findings and suggest how to reach coherent views on PECT and create better dynamics between the two parties.","PeriodicalId":80604,"journal":{"name":"Australian journal of early childhood","volume":"40 1","pages":"117 - 126"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/183693911504000214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65696902","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: 3

The Use of Technology to Facilitate Music Learning Experiences in Preschools 利用科技促进学前音乐学习体验

Australian journal of early childhood Pub Date : 2013-12-01 DOI: 10.1177/183693911303800402

Peter de Vries

{"title":"The Use of Technology to Facilitate Music Learning Experiences in Preschools","authors":"Peter de Vries","doi":"10.1177/183693911303800402","DOIUrl":"https://doi.org/10.1177/183693911303800402","url":null,"abstract":"THIS ARTICLE REPORTS ON the technologies preschool teachers use to facilitate music learning experiences for children in their classrooms and why they choose to use or not use technologies. A questionnaire was administered to 185 teachers in a metropolitan Australian city focusing on the kinds of technologies being used, for what music activities, and reasons for using and not using these technologies. 81 questionnaires were returned (a response rate of 44 per cent). Nine of the respondents agreed to a follow-up day-long classroom observation and interview with the researcher. Results revealed that CDs dominated teacher use of technology to provide song repertoire and a model for singing this song repertoire. However, multimedia-based technology was also utilised for music learning experiences (i.e. DVDs/video, television, internet websites). However, more recent digital technologies such as digital music players/recorders, musical toys with digitised components and tablets were rarely used. While preschool teachers value technology to facilitate music learning experiences for young children, constraints in using technology were identified, including cost and lack of knowledge about using these technologies with young children.","PeriodicalId":80604,"journal":{"name":"Australian journal of early childhood","volume":"38 1","pages":"12 - 5"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/183693911303800402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65691095","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: 8

Vertical Integration: Teachers’ Knowledge and Teachers’ Voice 纵向整合:教师知识与教师声音

Australian journal of early childhood Pub Date : 1995-09-01 DOI: 10.1177/183693919502000302

L. Corrie

引用次数: 4

Standards at Play. 游戏中的标准。

Australian journal of early childhood Pub Date : 1977-01-01 DOI: 10.7748/paed.2.8.6.s13

S. Warland

引用次数: 1