Showing papers in "Early Childhood Education in 2005"

The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective

Abstract: The early childhood curriculum has traditionally drawn on theoretical descriptions for development and learning to inform its approach to the education of young children. In the past, research aimed at examining the curriculum from a practical perspective has tended to focus on the extent to which an educator’s practice can be deemed to match the theoretical imperatives of any given curriculum approach. Research regarding educators’ conceptions of the curriculum has not been as frequently conducted. This paper explores the conceptions of curriculum held by twelve early childhood educators working across two different settings. The findings indicate that the educators conceived the curriculum in terms of four main dimensions including: curriculum as the observation of children’s development; curriculum as a reflection of children’s interests and developmental potential; curriculum as the philosophical and religious beliefs of the educator; and curriculum as influenced by the management structures governing a setting. The paper suggests that the four dimensions of curriculum offer a useful framework for examining issues associated with the relationship between theory and educators’ beliefs about the early childhood curriculum within a particular educational context.

Empowering Practitioners to Critically Examine Their Current Practice

Abstract: A Self-Assessment Manual (SAM) for early childhood practitioners has been developed around the previously reported framework (Raban, Waniganayake, Deans, Brown & Reynolds, 2003a), and this has been piloted in a number of early childhood settings. When engaging in self reflection using SAM, practitioners collaborate with mentors from the Early Childhood Consortium Victoria (ECCV) to consider their past, present and future professional experiences. This process empowers practitioners to critically examine their current practice and plan for their future professional development in a more systematic way. SAM is seen here to serve dual purposes: on the one hand, it is an evaluative instrument that can direct professional development of individual practitioners. On the other hand, it is a research tool aimed at identifying theoretical assumptions underpinning professional practice, and allows a longitudinal approach to mapping professional growth and development. Either way, it has the potential to enhance the quality of early childhood experiences for preschool children regardless of the settings in which they may find themselves. This paper presents a formative evaluation of this work and discusses its potential for professional development planning.

Researching Social Capital and Community Capacity in Child and Family Hubs: Insights for Practitioner-Researchers, Policy Makers and Communities

Abstract: Worldwide evidence pinpoints the importance of effective early care and education services. Initiatives such as Head Start (United States) and Sure Start (United Kingdom) suggest that access to, awareness and responsiveness of community services are enhanced when services are integrated. We propose that service integration can also contribute to social capital and sense of community. This paper reports on research by a partnership of government and non-government agencies into the impact of Child Care and Family Support Hubs in Queensland, Australia. These community-driven hubs are a recent state government initiative designed to improve and integrate service provision, particularly in rural and disadvantaged communities. The paper reports on findings from the pilot work, the ACCESS Study (2000-2001), as well the ongoing three-year Queensland Hubs Study.