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Early childhood educators’ qualifications: a framework for change International Journal of Early Years Education Pub Date : 2021-03-22 Cathy Nutbrown
ABSTRACT In the context of an ongoing policy crisis in relation to the qualifications of the early childhood workforce in England, this paper first rehearses the context and long overdue need for reform before presenting a framework for career structure and professional early childhood education qualifications in England. This framework is designed to address difficulties of recruitment, retention
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Same origin, different implementations: a document analysis of Norwegian and Danish bereavement response plans International Journal of Early Years Education Pub Date : 2021-03-19 Martin Lytje, Atle Dyregrov, Minna Devatier Bergstrøm, Anita Fjærestad, Linda Fisher-Hoyrem
ABSTRACT This article compares the institutional bereavements response systems available in Danish and Norwegian daycare institutions when encountering critical illness or death among attached families. Both countries' structured responses are developed around bereavement response plans that highlights the actions, which should be taken by institution staff when families and children experience challenging
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Digital literacy in early childhood education: what can we learn from innovative practitioners? International Journal of Early Years Education Pub Date : 2021-03-09 Íris Susana Pires Pereira, Maria Cristina Cristo Parente, Maria Cristina Vieira da Silva
ABSTRACT We present the main findings of a case study focusing on the digital literacy practices of a Portuguese early childhood teacher known for her innovative pedagogical methods. Data was collected through an in-depth interview centred on the teacher’s perceptions about her digital literacy practices and on the professional development underpinning such practices. The thematic content analysis
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Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria International Journal of Early Years Education Pub Date : 2021-03-08 Wilfried Smidt, Eva-Maria Embacher
ABSTRACT Reliable information regarding interaction quality in preschools is essential because children’s preschool experiences predict educational success. The Individualized Classroom Assessment Scoring System (inCLASS) is a new tool to assess interaction quality developed in the United States. Research on the validation of the factorial structure of the inCLASS—with the factors teacher interactions
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What character strengths do early childhood educators use to address workplace challenges? Positive psychology in teacher professional development International Journal of Early Years Education Pub Date : 2021-03-03 Michael J. Haslip, Leona Donaldson
ABSTRACT Positive psychology interventions, such as the application of character strengths, can improve job performance and satisfaction across industries, but little of this research has been applied to the early childhood education profession. A qualitative study of in-service early childhood educators (n = 17) completing a character strength application training during professional development was
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Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods International Journal of Early Years Education Pub Date : 2021-03-03 Anastasios Zoupidis, Vasilis Tselfes, Petros Kariotoglou
ABSTRACT In this study we investigated pre-service early childhood teachers’ (referred to as student teachers) beliefs that might influence their intention to use inquiry-based learning methods that have been taught on an inquiry-based science course. During this course, the student teachers (N = 17) participated in a number of classroom experiments concerning phenomena that are part of the curriculum
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Domesticated Smartphones in Early Childhood Education and Care settings. Blurring the lines between pedagogical and administrative use International Journal of Early Years Education Pub Date : 2021-03-02 Ingvild Kvale Sørenssen, Jenny M. Bergschöld
ABSTRACT In Norway’s ‘Framework Plan for kindergartens’ digital tools are to be implemented for learning, play and creativity. Implicitly the concept of digital tools, or ICTs, tend to be tablets, computers, and interactive whiteboards, smartphones are as such not taken into account. However, we find that the smartphone is particularly interesting because it differs from the other types of ICTs used
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Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time International Journal of Early Years Education Pub Date : 2021-02-28 Mia C. Heller, Vibeke Grøver
ABSTRACT Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children’s language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers’ instructional talk, and thus, more efficiently promote children’s language learning. The present
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Supporting practice change in early years classrooms: Australia and Turkey as case studies International Journal of Early Years Education Pub Date : 2021-02-28 Andrea Nolan, Louise Paatsch, Selda Aras, Aybüke Yurteri Tiryaki
ABSTRACT This paper brings together two studies, conducted independently in two different countries, Turkey and Australia, both focusing on supporting early years teachers to research and strengthen their own practice in relation to play-based pedagogies. It reports on the professional learning programmes that were implemented to improve understanding about play and young children’s learning, leading
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Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood International Journal of Early Years Education Pub Date : 2021-02-28 Olivera Kamenarac
ABSTRACT Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an ‘investment’ in ECE is a key for a country's future social and economic development (OECD 2007, “Policy Brief: Lifelong Learning and Human Capital.” OECD. http://www
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Navigating young children's friendship selection: implications for practice International Journal of Early Years Education Pub Date : 2021-02-28 Caron Carter
ABSTRACT Friendship is of great concern to young children (Unicef 2011. The State of the World's Children. New York: United Nations Children's Fund). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels, Tina, Danielle Quigley, Lisa Menard, and Linda Spence. 2010. “My Best Friend Always Did and Still Does Betray Me Constantly: Examining
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Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics International Journal of Early Years Education Pub Date : 2021-02-25 Marie Fridberg, Andreas Redfors
ABSTRACT With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’
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Toddler teacher job strain, resources, and classroom quality International Journal of Early Years Education Pub Date : 2021-02-24 Adrienne J. L. Henry, Bridget E. Hatfield, Kelly D. Chandler
ABSTRACT Early care and education (ECE) settings are influential in shaping children’s early experiences. Informed by the Job Demands-Resources model, this study had two aims. First, we examined how ECE teachers’ physical (i.e. muscular skeletal strain and infectious disease experience) and psychological (i.e. depression and job dissatisfaction) job strain was associated with the quality of their interactions
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Literacy is inadequate: young children need literacies International Journal of Early Years Education Pub Date : 2021-02-16 Jane Murray
(2021). Literacy is inadequate: young children need literacies. International Journal of Early Years Education: Vol. 29, No. 1, pp. 1-5.
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ERA Abstracts International Journal of Early Years Education Pub Date : 2021-02-16 Elizabeth Coates
(2021). ERA Abstracts. International Journal of Early Years Education: Vol. 29, No. 1, pp. 114-116.
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In a Time of COVID-19 and Beyond, the World needs Early Childhood Educators International Journal of Early Years Education Pub Date : 2020-12-11 Jane Murray
(2020). In a Time of COVID-19 and Beyond, the World needs Early Childhood Educators. International Journal of Early Years Education: Vol. 28, No. 4, pp. 299-302.
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Guardians of play: early childhood teachers’ perceptions and actions to protect children’s play from digital technologies International Journal of Early Years Education Pub Date : 2020-12-11 Vicki Schriever, Susan Simon, Sharn Donnison
ABSTRACT This paper reports on the perceptions early childhood teachers hold about digital technologies, children and childhood and how their perceptions influence their pedagogical decision-making. Symbolic interactionism was the theoretical lens used to give insights and meanings to the early childhood teachers views, experiences and ascribed meanings. The findings revealed that early childhood teachers
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ERA Abstracts International Journal of Early Years Education Pub Date : 2020-12-11 Vera Maria Ramos de Vasconcellos
(2020). ERA Abstracts. International Journal of Early Years Education: Vol. 28, No. 4, pp. 413-416.
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Studying curriculum as culture: early childhood policy documents in Greece and New Zealand International Journal of Early Years Education Pub Date : 2021-01-21 Maria Birbili, Helen Hedges
ABSTRACT Curriculum policy and enactment in early childhood education is a political phenomenon that plays out in particular cultural contexts. Comparative lenses to curriculum articulate locally constructed and implicit knowledge to external audiences. In doing so, global commonalities and tensions may become explicit. This paper interrogates curricular documents in Greece and New Zealand using selected
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Young children’s mathematical activities at preschool and home in Japan International Journal of Early Years Education Pub Date : 2021-01-18 Peter Cave
ABSTRACT Research indicates that mathematical understanding before formal schooling influences later attainment. This study investigated the mathematical activities of preschool-aged children in Japan, a neglected topic despite the high mathematical attainment of Japanese children. Preschool activities were investigated using surveys, observations, and staff interviews; activities at home and use of
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Children’s conflict: views of Caribbean early childhood teachers in Guyana and Trinidad and Tobago International Journal of Early Years Education Pub Date : 2021-01-11 Godryne Wintz, Sabeerah Abdul-Majied
ABSTRACT This qualitative study explored Caribbean early childhood teachers’ views of children’s conflict in Guyana and Trinidad and Tobago. It is framed by the ‘new’ sociology of childhood which values children’s agency, and the teachers’ belief about conflict management. Forty-three early childhood teachers responded to an online questionnaire about conflict and intervention strategies. Findings
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An examination of the development of children’s social and emotional competencies in pre-school International Journal of Early Years Education Pub Date : 2020-12-30 Veronica McTaggart, Rosemary McGill, Simon Stephens
ABSTRACT This paper presents perspectives from early childhood practitioners of pre-school children’s (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths
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STEM learning ecologies: collaborative pedagogies for supporting transitions to school International Journal of Early Years Education Pub Date : 2020-12-28 Nicola Yelland, Elise Waghorn
ABSTRACT This paper considers the pedagogical collaborations between early childhood teachers in kindergarten (4 years) and the first year of school (5 years) in one Australian State. We report on a year-long project that brought these early childhood teachers together as we asked them to design STEM learning ecologies that would not only support new learning, but also provide a context for a meaningful
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Development of a nutritional sensory toolkit for kindergarten teachers International Journal of Early Years Education Pub Date : 2020-12-28 Manuela Konrad, Bianca Fuchs-Neuhold, Wolfgang Staubmann, Daniela Grach, Marlies Hörmann-Wallner, Anika Kronberger, Marie Peterseil, René Pilz, Anna Lena Aufschnaiter, Raphaela Krause, Jochen Martin, Sandra Holasek, Elisabeth Pail
ABSTRACT Children's food preferences are strongly associated with their consumption patterns. Children tend to choose foods with which they are familiar. It is proposed that the earlier and broader the experience with food, the healthier the child's or adult´s diet. In a focus group we developed a toolkit consisting of a training course for kindergarten staff, a booklet with nutrition and sensory-based
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Employing assistive technologies in teaching children with disabilities in early childhood settings: teachers’ perceptions International Journal of Early Years Education Pub Date : 2020-12-21 Asma Al-Attiyah, Kholoud Dababneh, Diala Hamaidi, Yousef Arouri
ABSTRACT This study aimed at investigating the teachers’ perceptions in Qatar regarding employing assistive technologies in teaching children with disabilities in early intervention programmes. A descriptive method (survey) was used to answer the research questions. The study sample consisted of 183 female teachers from Qatar. These participants all worked in early intervention programmes in both public
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Children’s touch in a Swedish preschool: touch cultures in peer group interaction International Journal of Early Years Education Pub Date : 2020-12-10 Anna Ekström, Asta Cekaite
ABSTRACT This study examines children’s touch conduct in peer-group interaction in a Swedish preschool. Through a detailed analysis of 100 video-recorded touch episodes from everyday preschool activities, the study proposes an initial description of touch functions in children’s peer groups. The results suggest that touch was primarily used to control other children and to show affection. Both affectionate
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Teacher and students’ translanguaging practices in a Malaysian preschool International Journal of Early Years Education Pub Date : 2020-12-10 Su-Hie Ting, Lipina Jintang
ABSTRACT The preliminary study examined teacher and students’ translanguaging practices in a preschool in Sarawak, Malaysia. Analysis of audio-recorded interactions of 15 students with their teachers in two preschool classrooms (1 English, 1 Malay) found 291 instances of teacher talk functions (English, 87; Malay, 204) and 222 instances of student talk functions (English, 71; Malay, 151). As the teachers
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Slowing down: documentary photography in early childhood International Journal of Early Years Education Pub Date : 2020-12-03 Karen Horsley
ABSTRACT This study explored nursery practitioners ‘slowed down’ documentary photography in everyday moments. The enquiry draws on Documentary Photography, Visual Sociology and Early Childhood and entails a novel application of the theoretical concept of ‘presence’ (Senge, P., C. O. Scharmer, J. Jaworski, and B. S. Flowers. 2008. Presence: Exploring Profound Change in People, Organizations and Society
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The experiences of school staff in the implementation of a Learn to Play programme International Journal of Early Years Education Pub Date : 2020-12-03 C. Wadley, K. Stagnitti
ABSTRACT This paper aims to explore the impacts of a Learn to Play programme in specialist schools for children with multiple developmental issues. Specialist schools are schools dedicated to children with IQs below 70 and who may also have other developmental issues. The Learn to Play programme focusses on facilitating children’s enjoyment and ability to self-initiate pretend play. Staff views were
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Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard International Journal of Early Years Education Pub Date : 2020-11-26 Maryam Bourbour
ABSTRACT This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers’ teaching. Over five months in 2017 and early spring 2018, five preschool teachers and 22 children aged 4–6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between
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‘More than ‘more’: quantity and quality of mathematical language used by educators in mealtimes with infants International Journal of Early Years Education Pub Date : 2020-11-26 Kelly Johnston, Sheila Degotardi
ABSTRACT Research indicates that the early years are a pivotal time for developing foundational mathematical knowledge, and that early experiences with mathematics have a lasting impact on later numeracy skills and academic achievement. However, the importance of early mathematical thinking and learning is often undervalued or overlooked in early childhood education and care contexts. This paper presents
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Using Philosophy for Children to introduce the living/non-living distinction in kindergarten International Journal of Early Years Education Pub Date : 2020-11-26 Renia Gasparatou, Marida Ergazaki, Nikolitsa Kosmopoulou
ABSTRACT The paper reports on a case study addressing the question of how young children think about the living/non-living distinction before and after their engagement in a ‘Philosophy for Children’-inspired learning environment. The aim of the learning environment was to help children come up with a better identification of living and non-living things by grasping certain biological functions as
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Beyond the preschool gate: teacher pedagogy in the Australian ‘bush kinder’ International Journal of Early Years Education Pub Date : 2020-11-25 Christopher Speldewinde, Anna Kilderry, Coral Campbell
ABSTRACT Research into pedagogical approaches used in early years’ nature education, more specifically European and UK forest schools, remains according to Leather, ‘undertheorised.’ In a similar situation in Australia, the bush kindergarten programmes (referred to as ‘bush kinders’), have had limited research attention. Influenced by European and UK forest school approaches, bush kinders are a recent
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Body practices: negotiations of ‘risk’ in Norwegian and French preschools International Journal of Early Years Education Pub Date : 2020-11-25 Pascale Garnier, Anne Greve, Oddbjørg Skjær Ulvik, Victoria Chantseva, Sylvie Rayna, Bjørg Fallang, Liv Mette Gulbrandsen, Ingvil Øien
ABSTRACT This comparative study of everyday life in Norwegian and French preschools explores how ‘risk’ related to children’s body practices is understood, practised and negotiated by teachers and how this may regulate educational practices in a short- and long-term perspective. Studying educational institutions in two different societies illuminates institutional constraints, normative principles
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Understanding of base-10 concept and its application: a cross-cultural comparison between Japan and Singapore International Journal of Early Years Education Pub Date : 2020-11-25 Ong Yew Lee Marcruz, Ho Ka Lee Carrie, Kawata Manabu, Takahashi Mayumi, Mizuno Kumpei
ABSTRACT It has become increasingly clear that the early use of decomposition for addition is associated with later mathematical achievement. This study examined how younger children execute a base-10 decomposition strategy to solve complex arithmetic (e.g. two-digit addition). 24 addition problems in two modalities (WA: Written Arithmetic; OA: Oral Arithmetic) with sums less than 100 were administered
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Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland International Journal of Early Years Education Pub Date : 2020-11-25 Antje von Suchodoletz, Ross Larsen, Fitim Uka, Iryna Nadyukova, Eija Pakarinen, Marja-Kristiina Lerkkanen
ABSTRACT The existing literature on early childhood education (ECE) quality is predominantly from the US or other developed countries. In low-and-middle-income countries (LMICs), systematic research on ECE quality, however, is very limited. In the present study, we explore variation in structural and process indicators of ECE quality in two Eastern European LMICs, Kosovo and Ukraine, using the Classroom
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Educators’ risk-taking in high quality early childhood education International Journal of Early Years Education Pub Date : 2020-11-22 Mandy Cooke, Frances Press, Sandie Wong
ABSTRACT There is little research to show how early childhood educators perceive risk-taking and whether, in the pursuit of high quality early childhood education, educators might take risks in their professional practice. We conducted a qualitative case study to explore early childhood educators’ views on, and engagement with, risk-taking in professional practice. Through thematic analysis of interviews
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Critical literacy practices with bilingual immigrant children: multicultural book club in an out-of-school context International Journal of Early Years Education Pub Date : 2020-11-19 Youngji Son
ABSTRACT This study investigates how and to what extent critical literacy activities in an out-of-school context serves as a space for bilingual immigrant children in the United States to solve their conflicts and challenges in life. Using the contextual format of a multicultural book club and a critical dialogue, the qualitative case study discusses the children's experiences with critical literacy
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Low-achieving grade K-3 children’s early numeracy competences: a systematic literature review International Journal of Early Years Education Pub Date : 2020-11-19 Catarina Wästerlid
ABSTRACT This systematic review analyses the research results of low-achieving grade K-3 children’s numeracy competencies by investigating the research approaches used, the definitions of low achievers and the numeracy competencies reported. 18 articles, identified in ERIC, PsycINFO and Web of Science, were selected for further analysis. The results show that the main part of the studies used a fixed-strategy
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‘I am big; he is little’: interrogating the effects of developmental discourses among children in inclusive early childhood classrooms International Journal of Early Years Education Pub Date : 2020-10-06 Karen Watson
ABSTRACT Over past decades in early childhood education, there has been an emerging critique of developmental discourses. Despite this, the universality of child development theory persists and along with it, expectations of a linear progression via prescribed stages and ages. Developmentalism produces a normal in the classroom that sanctions comparisons, positioning any difference to the normal as
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What counts as learning in play? Uncovering patterns in perceptions of South African early educators International Journal of Early Years Education Pub Date : 2020-09-23 Hanne Jensen, Jane Dene Kvalsvig, Myra Taylor, Snenhlanhla Sibisi, David Whitebread, Ros McLellan
ABSTRACT Early educators’ perceptions of play and learning influence whether they adopt responsive roles to facilitate learning in play. While studies have investigated perceptions of play as pedagogical practice and its perceived relevance for learning, few have also interrogated educator learning perceptions, and hence compared these perceptions. This study explored perceptions among South African
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Assessing issues of inclusive education from the perspectives of Thai early childhood teachers International Journal of Early Years Education Pub Date : 2020-09-23 Sunanta Klibthong, Joseph S. Agbenyega
ABSTRACT Despite the presence of inclusive education policies in many countries, its implementation continues to raise concerns for many teachers. In this study, we utilised a 22-item questionnaire to assess 344 early childhood teachers’ concerns about inclusive education in the six regions in Thailand. The findings showed that limited support from school administrators, time to design educational
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Shadow in children’s picturebooks: highlighting children’s perspectives International Journal of Early Years Education Pub Date : 2020-09-07 Anna Backman
ABSTRACT This study presents how five five-year-olds express different ways of experiencing the multifaceted phenomenon of shadow, when reading and listening to picturebooks about shadow in a Swedish preschool. This is studied with attention to children's perspectives on shadow as it appears in conversations about the picturebooks. The purpose of this study is to contribute knowledge about ways of
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Decision-making factors for group organising in Swedish preschools International Journal of Early Years Education Pub Date : 2020-09-03 Panagiota Nasiopoulou
ABSTRACT This study explores preschool teachers’ considerations when organising children into subgroups in Swedish preschools. Grounded on interactionist perspectives and Bronfenbrenner’s ecological systems theory, the study hypothesises that preschool teachers’ practice of organising children into subgroups is embedded in and shaped through dynamic interactions with all actors and levels of the entire
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Multiple perspectives on the benefits of teaching of Vietnamese to preschool children in an Australian early childhood context International Journal of Early Years Education Pub Date : 2020-09-02 Vinh Thi To, Karen Swabey, Andy Bown, Bao Thai
ABSTRACT The cognitive, educational and economic benefits of learning a second language have been well documented in the literature. This paper reports findings on perspectives of 13 stakeholders on the benefits of a case study about teaching Vietnamese to preschoolers in a regional early childhood context in Tasmania, Australia in 2017. Using a thematic approach in analysing 13 semi-structured interviews
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Collectivism and individualism: Jordanian mothers’ child-rearing values International Journal of Early Years Education Pub Date : 2020-09-02 Omayya M. Al-Hassan, Theodora De Baz, Fathi Ihmeideh, Ibrahim Jumiaan
ABSTRACT Values have complex constructions and are influenced by the larger cultural ideologies of the society. The child-rearing values parents embrace for their children exert telling influences on their development. This study explores the values mothers wish to instil in their children in Jordan. Semi-structured interviews with 71 mothers were conducted. The findings revealed mothers’ emphasis
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The effects of three-dimensional cartoons on pre-school children’s conceptual development in relation to spatial perception International Journal of Early Years Education Pub Date : 2020-09-02 Omer Kocak, Yuksel Goktas
ABSTRACT Cartoons are undoubtedly the TV programmes children most prefer watching. This study uses cartoons – which have significant effects on children’s learning – for concept teaching. Within the scope of the study, four cartoons were developed for teaching position-related concepts (in-out, in front of-behind, under-above) pre-school teachers noted difficulty in teaching. The study was conducted
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Learning to read in a shallow orthography: the effect of letter knowledge acquisition International Journal of Early Years Education Pub Date : 2020-09-02 Menelaos Sarris
ABSTRACT The present study examined the strategies used by Greek novice readers in the initial phases of reading acquisition. Fifty (50) children were assessed at four successive testing periods throughout 1st grade of Primary School. Thus, 21 boys (42%) and 29 girls (58%) participated in this study. Their mean age at the beginning of the study was 74.43 (s = 3.62) and 74.55 (s = 3.68) respectively
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Direct versus vicarious experiences for developing children’s skills of observation in early science education International Journal of Early Years Education Pub Date : 2020-08-31 Špela Klofutar, Janez Jerman, Gregor Torkar
ABSTRACT Acquiring observational competences is an important task in early science education. It helps children to make a transition from seeing to observing and developing scientific process skills and science concepts. Outdoor education is seen by many researchers as optimal way for learning about life sciences, therefore ongoing loss of human interactions with nature is viewed as one of the most
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Children’s symbolic play during the transition to school International Journal of Early Years Education Pub Date : 2020-08-30 Ida Somolanji Tokić, Tijana Borovac
ABSTRACT Grounded in the sociocultural perspective, this paper analyses current Croatian theory and practice on the transition to school and addresses the importance of fostering a play-based pedagogy and symbolic play in particular. Despite the contemporary theoretical background on early childhood and children’s transition to school, the mainstream readiness discourse is still dominant in practice
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Picturing pre-service and in-service teachers’ views about scientists and science teaching International Journal of Early Years Education Pub Date : 2020-08-30 Sedat Uçar, İnanç Eti, Tuba Demircioğlu, Yaşare Aktaş Arnas
ABSTRACT Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children’s science learning starts in preschool years, it is critical to investigate early childhood teachers’ beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early
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Academics as play and the social as discipline: school readiness in Denmark International Journal of Early Years Education Pub Date : 2020-08-28 Bjørg Kjær, Dil Bach, Karen Ida Dannesboe
ABSTRACT Denmark has a tradition of kindergarten pedagogy focused on children’s play, sociality and individual interests. Political emphasis on global competition, however, has led to reforms in early childhood education and care (ECEC) since 2004. Based on ethnographic fieldwork at three kindergartens, we analyse how the ECEC-reforms have affected the priorities of parents and pedagogues regarding
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Literacy-related school readiness through play in Croatia International Journal of Early Years Education Pub Date : 2020-08-18 Sanja Tatalović Vorkapić, Vesna Katić
ABSTRACT Within the Croatian educational system, the school readiness programme is defined by the obligation of attending a pre-school curriculum in the year before school. Besides facilitating the transition into school, the programme also focuses on the development of early literacy skills, where play has a significant role. Therefore, the purpose of this study is to analyse the types of play being
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Transition as a shared responsibility International Journal of Early Years Education Pub Date : 2020-08-04 Ivana Viskovic, Adrijana Višnjić-Jevtić
ABSTRACT This paper analyses the differences in understanding the transition from the perspective of all those involved in the process (children, parents, teachers), as well as their role in the transition processes. This paper approaches transition as a process of changing educational settings, not just as preparation for school. Approaches to the concept of ‘preparing children for school’ vary, ranging
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Changing the framing of play in times of increased emphasis on readiness International Journal of Early Years Education Pub Date : 2020-08-04 Tomas Ellegaard, Niels Kryger
ABSTRACT Historically Danish preschool has emphasised play and downplayed curricular planning. Over the last 20 years, there has been heightened emphasis on learning and goal orientation. This article explores the consequential framing of play as result of that shift. This is done first by discussing the changes in policy and discourse in Denmark in particular the introduction of a preschool curriculum
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Correction International Journal of Early Years Education Pub Date : 2020-06-20
(2020). Correction. International Journal of Early Years Education. Ahead of Print.
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Early years practitioners’ personal and professional narratives of poverty International Journal of Early Years Education Pub Date : 2020-06-17 Sandra Lyndon
ABSTRACT Early years practitioners are central to UK government policy in alleviating poverty in early childhood. The significant level and rise in child poverty rates suggest that their role is becoming increasingly important in supporting families on low incomes. Paradoxically, cuts to children’s services under austerity policies and the low pay and status associated with working in early years sector
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The importance of and barriers to using a reading pictures strategy in the kindergarten curriculum: Jordanian teachers’ perspectives International Journal of Early Years Education Pub Date : 2020-06-17 Ali Oliemat, Eman Al-Zboon, Kholoud Al-Dababneh
ABSTRACT This study examines the perceptions of kindergarten (KG) teachers in Jordan about the importance of using a reading pictures strategy and the barriers to doing so. A descriptive design was employed and 192 teachers were surveyed to rank their perceptions. The results showed that teachers perceived a moderate level of importance about using reading pictures and almost a quarter indicated a
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Shift in teachers’ pedagogical practices in play-based programme in Indonesia International Journal of Early Years Education Pub Date : 2020-06-16 Ade Dwi Utami, Marilyn Fleer, Liang Li
ABSTRACT Different approaches to implementing ‘learning through play' exist in many countries due to different understandings of the concept of play. In Indonesia, teachers implement play in a structured way following certain play developmental stages, where the focus is on children’s academic outcomes, rather than the development of concepts as part of children’s play. This paper seeks to explore
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Executive functions of preschoolers with different levels of cultural congruence International Journal of Early Years Education Pub Date : 2020-06-16 Larisa Bayanova, Rezeda Popova, Aleksander Veraksa, Daria Bukhalenkova
ABSTRACT This study investigated the relationships between executive functions of children aged 5–6 and the level of their cultural congruence, that reflects the extent to which behaviour of a child corresponds to a set of cultural rules, typical for this age in this culture. The main components of executive functions (working memory, cognitive flexibility and inhibitory control) were measured by the
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