Showing papers in "Early Childhood Education in 2011"

Critical multiculturalism: supporting early childhood teachers to work with diverse immigrant families

Abstract: As early childhood settings in many English speaking countries are becoming increasingly multi-ethnic due to global migration, this poses challenges for many early childhood teachers who work with diverse immigrant children and families. In an effort to include all families, curriculum developers and teachers often suggest and incorporate teaching strategies that are commonly considered as culturally inclusive. While these strategies may be well intended, they may be promoting and reinforcing essentialist views of immigrants and their ethnicities, and also perpetuating social inequity. This article applies theoretical perspectives and research findings from literature relating to immigrant families' parental practices and expectations to problematise some of the dominant discourses that prevail in New Zealand early childhood education. It discusses the possible application of some theoretical concepts from the domains of critical multiculturalism to assist early childhood teachers to develop better understandings of the needs of immigrant children and families, and to generate critical pedagogies that are culturally sensitive and equitable.International Research in Early Childhood Education, vol. 2, no. 1, p. 63-75

Freedom to roam?: use of schoolyard space in primary schools with new arrivals programs

Abstract: This paper presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper considers findings derived from a content analysis of photo elicitation data and a thematic analysis of focus group data in order to elaborate some of the ways in which the uses of, and assumptions about, space and place within the schools negatively impact upon students in NAPs. Specifically, the findings suggest that students in NAPs photographed a less diverse range of school spaces than did students not in NAPs, and that in focus groups students not in NAPs were explicit in stating that they saw school spaces as territory to be claimed. Importantly, the findings suggest that students in NAPs wished that they could roam more freely within school spaces, were they able to do so. The paper concludes with suggestions that may assist schools with NAPs to ensure that school spaces better meet the needs of all students.

Understanding Early Childhood Socialisation in Immigrant Families: Malaysian-Chinese Parents' Perceptions on the Importance of Ethnic Identity and Cultural Maintenance

Abstract: This pilot study was designed to shed light on Malaysian-Chinese parents' beliefs about ethnic identity and cultural maintenance in children's socialisation following migration. Three Malaysian-Chinese families residing in Sydney, Australia, with at least one child within the early childhood age range of 4 - 8 years, participated in the study. Semi-structured interviews involved parents sharing information about their demographic and cultural backgrounds, expectations and hopes for their children, and the importance they attach to cultural beliefs and practices. The findings of this study indicate that parents' socialisation practices are inherently geared towards maintaining culture. However, whether or not this reflects a conscious emphasis on the importance of ethnic identity among parents is less clear because, as the findings presented here suggest, the concept is complex and often implied rather than overt. The paper concludes with suggestions for future research that seeks to reveal further insight into this important but complex area.International Research in Early Childhood Education, vol. 2, no. 1, p. 30-44

A study on the relationship of children’s playfulness and emotion regulation to social competence

Abstract: This paper examines the current state of the Korean adaptation of the Reggio Approach in order to reveal the hidden assumptions and perspectives on which we can reflect to make changes for better education. Korean classrooms were examined and analyzed around four major features: project works as a part of curriculum, collaboration through communication, multi-symbolic approach using a variety of representational media, and documentation. Despite the common symbols shared by both settings, many differences were found in practice. Korean teachers tend to believe in objectivity, single interpretations of reality, and reducing cognitive conflicts, white the socio-constructivistic Reggio educators believe in intersubjectivity, multiple interpretations of reality and fostering cognitive conflicts. The successful adaptation of the Reggio principles would require us a $quot;paradigm shift$quot;. Reinterpretation of the familiar symbols from a new paradigm and perspective can help us reconstruct an early educational framework and practice of our own context and time.