Showing papers in "International Journal of Early Years Education in 1997"
TL;DR: This paper argued that children tend to supplement their drawings with verbal symbols in order to make sure that their intended meanings are maximally clear, and that children learn to carry out semio...
Abstract: Reflection on the relationship between a sign and its meaning (i.e. semiotic activity) is a fundamental form of cognitive activity that already occurs at an early age. The improvement of this semiotic activity in young children prepares for their later learning activity. Iconic representations are one important category of signs for young children (3‐7 years old). Iconic representations (drawings, diagrams, schemes) are generally conceived of as means bridging the gap between early enactive, perception‐bound thinking and abstract‐symbolical thinking. From the Vygotskian perspective iconic representations are complex signs referring to some object (situation, action) in a special way. On the bases on the analysis of children's drawings it is argued that iconic representations are narrative in nature for young children. Children tend to supplement their drawings with verbal symbols in order to make sure that their intended meanings are maximally clear. In doing so, children learn to carry out semio...
39 citations
TL;DR: The authors used a case-study of boys' and girls' block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum and discuss the "failure" of several strategies used by the teachers to produce changes in children's gender relations.
Abstract: This article uses a case‐study of boys’ and girls’ block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum. The case‐study describes how patriarchal gender relations were created and maintained between boys and girls in their block play, how teachers responded to these relationships and how children responded to teacher challenges to their gender relations. The article discusses the ‘failure’ of several strategies used by the teachers to produce changes in children's gender relations and how feminist post‐structuralist reconceptualisations of gender equity work have the potential to produce more effective strategies for teachers wishing to challenge patriarchal gender relations between young children
29 citations
TL;DR: The New Zealand Ministry of Education is producing the final draft of Te Whaariki the national early childhood curriculum (Ministry of Education 1993). Once formalised all early childhood services will be required to demonstrate that their programmes are operating according to the Principles, Aims and Goals outlined in Te Whaaariki (a Maori name meaning a mat for all to stand on). Three years ago a paper at the first Warwick International Early Years Conference outlined the rationale, framework and processes involved in the development ofTe Whaaraiki (Carr & May 1993c).
Abstract: The New Zealand Ministry of Education is producing the final draft of Te Whaariki the national early childhood curriculum (Ministry of Education 1993). Once formalised all early childhood services will be required to demonstrate that their programmes are operating according to the Principles, Aims and Goals outlined in Te Whaariki (a Maori name meaning a mat for all to stand on). Three years ago a paper at the first Warwick International Early Years Conference outlined the rationale, framework and processes involved in the development ofTe Whaariki (Carr & May 1993c). We had been contracted by the Ministry of Education to coordinate the development of a national early childhood curriculum that firstly, would embrace a diverse range of early childhood services and cultural perspectives, secondly, would articulate a philosophy of quality early childhood practice, and thirdly would make connections with the new national curriculum for schools. Te Whaariki was released to early childhood centres on a...
18 citations
TL;DR: In this article, the effect of problem solving training on the acquisition of interpersonal problem-solving skills by 5-year-old children was examined and the significance test for the difference between two means was used to study the relationship between variables.
Abstract: This study was designed and carried out to examine the effect of problem‐solving training on the acquisition of interpersonal problem‐solving skills by 5 year‐old children. The subjects consisted of 74 5 year‐olds (34 girls and 40 boys) attending a kindergarten in Ankara, Turkey. Of these children 38 were assigned to the experimental group and 36 to the control group. The procedure consisted of pre‐testing, training and post‐testing activities. The training phase involved a programme of activities that required working with children for a certain period of time every day for 14 weeks. In the statistical analysis of the data collected ‘Chi‐Square (x2) test for significance’ was used for the evaluation of the differences between the experimental and control groups. The results were also evaluated on the basis of ‘the significance test for the difference between two means’. This was used to study the relationship between variables. The results showed that problem‐solving training was effective in he...
13 citations
TL;DR: This paper argued that the origins of difficulties in the later stages of primary art education are to be found in the essentially passive nature of much early years art teaching, which derives both from the logistical problems inherent in Early Years classrooms and from a particular notion of the nature and purpose of children's art which has dominated primary practice.
Abstract: This article is concerned with a problematical aspect of primary art education, and the extent to which this may be linked with traditional Early Years approaches to this subject. A range of possible causes for the loss of confidence which many older primary children suffer with regard to art are considered, and early teaching is identified as a significant element in the emergence of such a response. Whilst the literature confirms the existence of difficulties in the later stages of primary art education, the article argues that the origins of such difficulties are to be found in the essentially passive nature of much early years art teaching. This approach, it is suggested, derives both from the logistical problems inherent in Early Years classrooms and—more importantly—from a particular notion of the nature and purpose of children's art which has dominated primary practice for many years. As a result, it is argued that there is a need to develop a new, more active, pedagogical approach to art ...
11 citations
TL;DR: In this paper, the children, parents and professional staff of four intercultural day-care centers for disadvantaged families in France were filmed in the course of their interactions over a 6-month period.
Abstract: The children, parents and professional staff of four intercultural day‐care centres for disadvantaged families in France were filmed in the course of their interactions over a 6‐month period. These interactions were analysed according to three different methods used in cognitive psychology: task analysis, analysis of the symbols used for communication and analysis of the structures of the pedagogical assistance provided. The results show that, for a given child, the presence of other parents participating in the day‐care centre alongside the professional staff helps to create an environment rich in cognitive interactions. This environment enhances the child's cognitive development by providing diversity and disequilibrium, both of which are useful and necessary conditions for cognitive operation. This in turn will affect the relation between the degree of disadvantage and the degree of cognitive interaction. These results suggest that cognitive effects of socially disadvantaged milieu may be atte...
7 citations
TL;DR: The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school, and the most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider.
Abstract: This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.
6 citations
TL;DR: The Symposium on "Families as Educators for Global Citizenship" was held in Budapest in December 1994, jointly convened by the Institute of Family & Environmental Research (London) and the Hungarian Sociological Association.
Abstract: An international multidisciplinary Symposium on ‘Families as Educators for Global Citizenship’ was held in Budapest in December 1994, jointly convened by the Institute of Family & Environmental Research (London) and the Hungarian Sociological Association. We based our work on two propositions: first, that families everywhere socialize their offspring for the norms and behaviour valued in their social systems; and second, that there are major changes going on a ‘global’ scale which are relevant to current socialization practices. We asked how changes in global culture and values impact on families and how families are responding. In the light of the importance of these questions and the sparseness of reliable answers, we suggest the need for research on families and the teaching/learning of social values: 1. How do families actually teach values: how much of it is intentional instruction, how much inadvertent teaching, as in association with language teaching and non‐intentional modelling ? 2. How...
4 citations
TL;DR: In this article, the influence of long periods of television viewing on children's performance at school and their cognitive competence was examined in a study conducted in India, where the authors found that TV is becoming more and more widespread in India and teachers, as well as parents, are seriously worried about its impact on young children.
Abstract: Television is becoming more and more widespread in India and teachers, as well as parents, are seriously worried about its impact on young children The research presented in this article looks at the influence of long periods of television viewing on children's performance at school and their cognitive competence
4 citations
TL;DR: In this article, a case study of two teachers teaching reading in the child's first year of school is presented. But the authors argue that demands for an organisational structure that reduces individualisation could be counter-productive for the youngest children in school.
Abstract: This paper reports on a case study of two teachers teaching reading in the child's first year of school. The researcher analysed the largely spontaneous, literacy related responses made by teachers to children and the comments these teachers made about their thoughts and actions in interviews after the teaching sessions. Very little direct teaching was observed and teachers seemed to be reacting more often than working in a proactive way. This has been termed ‘crisis management’ by some, but it is argued here that this ‘reaction’ was, in reality, purposeful interaction. These teachers worked at building bridges between children's experience and their literacy learning. Analysis of the interactions suggested ways in which teachers may adopt procedures that go some way towards compensating for the differences between home and school learning. The writer argues that demands for an organisational structure that reduces individualisation could be counter‐productive for the youngest children in school.
3 citations
TL;DR: The authors discusses the broad issues surrounding the development of a more learner-centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.
Abstract: The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.
TL;DR: In this article, the role of the assistant teacher in the integration of young children with special needs in the year before compulsory school was studied in three countries using grounded theory, and the differences in roles revealed the complex multidimensionality of assistant role and raised questions for further study.
Abstract: Programs which integrate young children with special needs in the year before compulsory school were studied in three countries using grounded theory. The core variable which emerged through constant comparative analysis was the role of the assistant teacher. Across all programs, the assistant assumed a primary caregiver relationship with the child with special needs, engaged in teaming with other teachers, and interacted in mutually supportive ways with parents. The differences in roles revealed the complex multidimensional‐ity of the assistant role and raised questions for further study in each country as well as across countries.
TL;DR: In an effort to broaden the research base and learn more about the lives of our young children, the authors undertook to take part in an international comparative study investigating the early experiences of children.
Abstract: Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project.
TL;DR: In this paper, the authors discuss the impact of group experience on children in the classroom and describe how they implement the group process and the results that were achieved over three years' time with several classes of children.
Abstract: Several years ago I began to see children in my classroom who did not respond to the techniques I had used for many years to develop behavioural adjustment. While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults. Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class. In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children. My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment.
Journal Article•
TL;DR: In this paper, the importance of the family and other adult models is recognised as children make progress in understanding the views and rights of others, and the need to recognise that children's moral development is closely tied to their cognitive development.
Abstract: This paper describes some of the issues surrounding the development of tolerance in young children, including the need to recognise that children's moral development is closely tied to their cognitive development. The importance of the family and other adult models is recognised as children make progress in understanding the views and rights of others. Teaching the young child about tolerance should be embedded in an inclusive approach to curriculum and children given opportunities to make decisions and take responsibility for their own actions consistent with their evolving capabilities.
TL;DR: In this paper, a tool and process for eliciting the mathematical frameworks managers use in planning the curriculum is outlined, and a simple model of four key elements which are central to developing and evaluating a curriculum policy is outlined.
Abstract: This article draws on data from a larger study of the ‘goodness of fit’ between the mathematical curriculum policy operating in preschool settings and the content framework provided within the recent Scottish Guidelines for Mathematics for 5‐14‐year‐old children. The work was based in three pre‐five establishments within Strathclyde Region Education Authority, where staff agreed to help the researchers to try and understand the nature of existing mathematics policy. In this article the focus is two‐fold. Firstly, a tool and process for eliciting the mathematical frameworks managers use in planning the curriculum is outlined. Examples of three frameworks produced by the tool are given and contextualized by other information on curriculum organization. Secondly, a simple model of four key elements which are central to developing and evaluating a curriculum policy is outlined. The overall purpose of the article is to suggest that this tool and the resulting framework which has been developed may be ...
TL;DR: The early years of education encompass a wide range of settings: little is known about their effects upon the development of early years student teachers as mentioned in this paper, except that the importance of being flexible and responsive to children, of using non-coercive disciplinary methods, and of providing stimulating, varied and discussion-based learning experiences.
Abstract: The early years of education encompass a wide range of settings: little is known about their effects upon the development of early years student teachers. Fourteen postgraduate students in England were interviewed while teaching in nurseries (with 3‐ to 4‐year‐olds) and in primary classrooms (with 4‐ to 7‐year‐olds). Despite their initial doubts about the value of spending time in nurseries, they focused on similar teaching issues in both settings. In the nurseries, however, students were obliged to reassess their approaches in order to cope with unfamiliar situations. They learned the importance of being flexible and responsive to children, of using non‐coercive disciplinary methods, and of providing stimulating, varied and discussion‐based learning experiences. It is concluded that nursery teaching is highly relevant to the development of all early years student teachers, and that the process of adjustment which it can force upon them is beneficial for reflective teaching.
TL;DR: In this article, the development of a 30-hour module for inclusion in professional development programs for Educare workers is described. The module was composed of contributions from seven EU countries and the contents of each session and the responses of a pilot group of students to it are analysed and the implications for future work discussed.
Abstract: The development of a 30‐hour module for inclusion in professional development programmes for Educare workers is described. The module was composed of contributions from seven EU countries. The contents of each session and the responses of a pilot group of students to it are analysed and the implications for future work discussed. It is concluded that the module proved an effective way of encouraging students to reflect on the dilemmas implicit in all early years work and to be open to a far wider range of possible philosophies and practices.
TL;DR: In this article, the authors present a time-on-task analysis for a group of six 3-year-old children during their first term in a multilingual nursery school.
Abstract: This paper presents a time‐on‐task analysis for a group of six 3‐year‐old children during their first term in a multilingual nursery school. The children are third‐generation British, born to families who are settled migrants. Data were collected using observation schedules specially designed to gather contextual data (Geertz, 1975), to describe the ways in which these young pupils spent their time in the nursery school. The children were observed on two separate occasions, on their first day in the nursery and then again 12 weeks later towards the end of their first term in formal education. Data analysis will be presented in the form of graphs to demonstrate the change in the patterns of time‐on‐task during the period of enculturation into the school environment. Findings differ from previous time‐on‐task analyses for monolingual children of a comparable age in a similar setting (Sylva et al., 1980).
TL;DR: In this paper, the authors report analyses of collaborative interaction among pairs of young children in a city school in the Republic of Ireland, focusing on three tasks: a jigsaw (previously unseen), construction of a robot model using LEGO and free choice of LEGO modelling.
Abstract: This paper reports analyses of collaborative interaction among pairs of young children (ages 4.0‐8.0) in a city school in the Republic of Ireland. The sample comprised 36 children; 12 at each of the three age groups: 4, 6 and 8 years. In each of these age groups six pairs of children were observed during paired work of a type routinely found in primary school classrooms. Children used familiar materials which were age appropriate. Analyses of interaction focused on three tasks: a jigsaw (previously unseen), construction of a robot model using LEGO and free choice of LEGO modelling. Analyses of interaction focused on the use of specific collaborative strategies. The results show that collaborative pairs, contrasted with non‐collaborative pairs, were characterised by more direct partner involvement, longer term views of the task, mutual support, provision of feedback and devices to move the action forward. The nature of collaborative interaction differed in same‐sex and cross‐sex pairs, by task and...