Showing papers in "International Journal of Early Years Education in 2013"
TL;DR: More than half of the research reviewed in this article considers children's readiness for school, with a three-way view of readiness: child readiness, school readiness and support available through the family.
Abstract: This paper details and compares the discernable trends observed in a wide-ranging review of the recent starting school literature in Australia and beyond. More than half of the research reviewed considers children's readiness for school. This research is critiqued through a three-way view of readiness: child readiness, school readiness and support available through the family. Distinctions between transition to school and school readiness are made and the consequences of these are investigated for all key participants in the transition process: children, educators and families. The paper concludes with a critical consideration of tensions in the research around starting school.
72 citations
TL;DR: This article conducted interviews with preschool practitioners working in the poorest region of England to understand how they have responded to assumptions about their role within the policy discussions and debates about child poverty, finding that those interviewed have internalised the UK Coalition government's discursive formation of child poverty and social justice.
Abstract: Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families as a means to ‘unlock social mobility’. Drawing on interviews with preschool practitioners working in the poorest region of England, this article provides a rare, close-up insight into how they have responded to assumptions about their role within the policy discussions and debates about child poverty. Findings reveal how those interviewed have internalised the UK Coalition government's discursive formation of child poverty and social justice. Their narratives also indicate how, alongside the child poverty strategy, ‘policy technology’ accompanying the emergence of related reforms to the preschool sector in England and financial cuts are regulative and re...
54 citations
TL;DR: In this paper, the situation of South Africa's young children under apartheid and the context of young children in South Africa in 2012 are described, using South African government ECD policy and programme implementation reports.
Abstract: In April 1994, South Africa held its historic first democratic election. The African National Congress overwhelmingly triumphed and Nelson Mandela became the first president of a free and democratic South Africa. In this review, the situation of South Africa's young children under apartheid and the context of young children in South Africa in 2012 are described. A situation analysis of early childhood development (ECD) in South Africa was undertaken using South African government ECD policy and programme implementation reports, and the main challenges affecting children and the ECD sector in South Africa was investigated. There has been progress since 1994, both quantitatively and qualitatively. Children now have access to a Grade R year, government education and social development budgets have increased and a per capita subsidy is available to qualifying children at ECD centres nationally. More children are in provision and in better-quality provision than before. However, much still remains to be done b...
50 citations
TL;DR: In this paper, the authors describe the formation of children's social interactions around technologies in preschools and explore how 3- to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources.
Abstract: This article describes the formation of children's social interactions around technologies in preschools. This paper presents evidence from a study that explores how 3- to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources. Utilising a systematic and iterative data collection and analysis cycle, children's interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children draw on social status roles and technological positions to gain control and influence over technologies and their peers. When combined these roles and positions affect children's agency to determine social interactions around technological resources. In essence, this paper demonstrates that a complex social dynamic, in addition to technological artefacts, shape children's social interactions in contemporary technology-rich preschools.
41 citations
TL;DR: The authors argue that the implementation and action around children's rights should be positioned from a bottom-up perspective, rather than constrained to the United Nations Convention on the Rights of the Child.
Abstract: Children's rights have been studied from several perspectives. The implementation of children's rights has been argued in a corpus of seminal works seeking to problematise ways in which rights may be integrated and visible, with a particular focus on children's participation. Research also exists in the areas of policy, democratic practice and methodological considerations, particularly in the field of early childhood education. Although the obligation to realise children's rights has been repeatedly argued in the literature, there are few (if any) studies that have examined rights from the child perspective as seen through the lens of their everyday experiences of life. This paper will present some of the significant early findings around a potential disjunction between rhetorical rights and lived rights. The authors will argue that the implementation and action around children's rights should be positioned from a bottom-up perspective, rather than constrained to the United Nations Convention on the Righ...
39 citations
TL;DR: In this paper, the authors investigate participatory values in relation to gender, asexpressed in interactions between teachers and children in circle-time situations in Swedish and Norwegian preschools....
Abstract: This study sought to investigate participatory values in relation to gender, asexpressed in interactions between teachers and children in circle-time situations inSwedish and Norwegian preschools. ...
38 citations
TL;DR: A chronological account and critical appraisal of changes to early childhood education and care (ECECEC) services in England over the past 20 years is given in this paper. But the authors focus on the professionalisation of the children's workforce and the changing status of adults employed in preschool education.
Abstract: This article offers a chronological account and critical appraisal of changes to early childhood education and care (ECEC) services in England over the past 20 years. It describes the policy initiatives, educational interventions and research programmes introduced by successive governments that have effected significant changes to ECEC since 1990. The article covers four key areas: policies designed to reduce social inequality; the professionalisation of the children's workforce and changing status of adults employed in preschool education and care settings; changes to early years pedagogy and the early years curriculum and finally how major research programmes such as the Effective Provision of Preschool Education project and the Millennium Cohort Study have informed our understanding of the effects of social disadvantage and the characteristics of ‘high-quality’ preschool provision that can alleviate this. There is now persuasive evidence that investment in state-maintained early education is highly cos...
37 citations
TL;DR: In this article, the authors introduce a project developed in an infant-toddler centre in Reggio Emilia, Italy, focusing on the role of adults in engaging with children, and the discussion aims to offer new insights into participation of young children from a care and education point of view.
Abstract: This paper begins with some general comments regarding the concept of participation in educative processes as it has developed in the preceding decades from a rights-based perspective, following the implementation of the United Nations Convention on the Rights of the Child. In order to discuss the notion of participation, the authors introduce a project developed in an infant-toddler centre in Reggio Emilia, Italy. Starting from this project, particularly focusing on the role of adults in engaging with children, the discussion aims to offer new insights into participation of young children from a care and educative point of view. Based on this experience, it was found that adults' ‘power’ has a positive impact on children's ideas and should be positioned as an important resource for children's development rather than an obstacle to their participation
35 citations
TL;DR: This paper investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child-teacher and peer relationships in early childhood centres, and found that most functions were rated as more important in the context of child -teacher relationships than peer relationships.
Abstract: This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.
32 citations
TL;DR: In this paper, the authors examine dominant discourses and changing paradigmatic views on children's learning and well-being in preschool in relation to theories on learning and research on quality and policy in Sweden.
Abstract: This article aims to examine dominant discourses and changing paradigmatic views on children's learning and well-being in preschool in relation to theories on learning and research on quality and policy in Sweden The key question: what are the main changes in policy, pedagogy and views of children's learning? The article builds on research that has been carried out by the research group in early childhood education at the University of Gothenburg The results of these studies are analysed here through four dimensions of quality The theoretical framework is based on interactionist perspectives, which bring together theories of learning in which individuals and the environment influence and are influenced by one another in continuous interaction and communication The results demonstrate the interdependence and reciprocity between policy, views on children's learning, children's perspectives and preschool pedagogy The results show that high-quality preschool is a product of the combined efforts of stakeh
23 citations
TL;DR: Wang et al. as discussed by the authors suggested that the government should design developmental goals according to actual conditions, reform the public revenue and tax system, and the ECE funding system and introduce a new way to provide public ECE service.
Abstract: Compared with the former policies on early childhood education, the policies recently issued in mainland China clearly defined early childhood education as an integral part of education and social public welfare and stipulated the responsibilities of the government in its development, shifting the developmental orientation to promoting social equity. In implementing the new policies, the developmental goals that the local governments set appear divorced from reality, and the developmental paths collide with the current macro social and economic system. This means that the development mode that many local governments exploited is not sustainable. It is suggested that the government should design developmental goals according to actual conditions, reform the public revenue and tax system, and the ECE funding system and introduce a new way to provide public ECE service.
TL;DR: In this article, an ethnographic research study in an early childhood setting in Scotland was carried out, focusing on children's rights-based approaches and processes of children's active participation in early childhood settings.
Abstract: Young children's active participation is high on the UK's political, research and policy agendas; at least in rhetoric. However, critiques have emerged regarding the extent to which this rhetoric has been translated into practice and whether participatory rights are linked to the implementation of other human rights. Drawing on an ethnographic research study in an early childhood setting in Scotland, this paper critically reflects on children's rights-based approaches and processes of children's active participation in early childhood settings. The paper stresses that rights are interconnected and highlights the importance of ensuring that all children's human rights are respected, promoted and implemented.
TL;DR: In this article, the authors investigated young children's immediate experiences of confidence in specific classroom learning situations and explored the factors that support the development of children's self-efficacy in primary school classrooms.
Abstract: Previous research indicates the importance of self-efficacy beliefs for young children's learning and achievement. However, the challenge has been to research young children's self-efficacy in authentic learning situations. Therefore, the aims of this study were to investigate young children's immediate experiences of confidence in specific classroom-learning situations and to explore the factors that support young children's self-efficacy. The participants (n = 24, children aged six to eight years) from four primary school classrooms were videotaped over the course of seven weeks. During recall discussions, the video clips from the videotaped classroom activities were used to stimulate children's memory regarding the confidence they experienced in specific learning situations. Three levels of confidence (high, moderate and low) were identified. The results showed that three interactive learning contexts (child-teacher-task, child-task and child-child-task) support the development of children's self-effic...
TL;DR: It is argued that the potential for interprofessional practice is a shared rather than individual capacity in settings, and there is scope for enhancing this capacity through attention to the features identified in the analysis.
Abstract: This paper reports on case study research in the UK analysing the participation of early years staff in interprofessional practice to provide effective care and education for children, primarily those with special educational needs. Even though case study staff in different ‘outstanding’ settings had equivalent qualifications and similar years of experience, the ease with which they were able to marshal and deliver effective provision for children requiring input from other services varied depending on a complex set of factors. Social Practice Theory (Holland and Lave 2009) and the concepts of personal action potency in trajectories of participation (Dreier 2002, 2008) shed light on how and why this was the case. The findings indicate that structural arrangements, interpersonal relationships, history and contentions influenced the practitioners' participation in interprofessional practice, but were not entirely deterministic. Contributing to theoretical development, the paper argues that the pote...
TL;DR: In this article, the authors present an analysis of empirical data from a session with two six-year-old children interacting with and around a new music technology in a Swedish preschool setting and explore what participating in these practices implies for children's learning.
Abstract: This article concerns children's engagement and participation in a musical dialogue, with the adult taking the role of the more-experienced participant and frames the activity as a musical play activity (in both senses of the word ‘play’). It presents an analysis of empirical data from a session with two six-year-old children interacting with and around a new music technology in a Swedish preschool setting and explores what participating in these practices implies for the children's learning. The results indicate that the communicatively established framing made it possible for the children (i.e. provided scaffolding for them) to participate actively in a joint playful music-making activity. The communicative framing provided by the adult who took the role of a more-experienced participant played a vital part in providing musical experiences, not only in guiding the children to explore the system but also in introducing mediating tools as a way of discerning musical aspects.
TL;DR: In this article, the role of child experts (siblings and buddies) in young children's transition to school is investigated, which is informed by sociocultural theories which position transitions as collectively produced and shared with significant others.
Abstract: This paper investigates the role of child experts (siblings and buddies) in young children's transition to school. Drawing on two recent studies, that sought the perspectives of children, educators and family members about effective supports at this time, we explore the roles of other children in the processes and practices of transition. This exploration is informed by sociocultural theories which position transitions as collectively produced and shared with significant others.
TL;DR: In this paper, the authors report findings from a small-scale project that employs a two-stage approach to investigate the experiences of mothers of children with an autistic spectrum disorder (ASD) from two ethnically diverse groups: Irish Traveller and non-Traveller communities.
Abstract: This article reports findings from a small-scale project that employs a two-stage approach. Informed by the rights of minority ethnic groups to self-determination, the first aspect of the study focuses on the experiences of mothers of children with an autistic spectrum disorder (ASD) from two ethnically diverse groups: Irish Traveller and non-Traveller communities. The second aspect seeks to give voice to children with ASD by including them in discussions using a range of research techniques and tools. Findings suggest that, irrespective of ethnicity, parental concerns are frequently dismissed by health professionals, school choices are made by educators and family lifestyle is profoundly affected when parenting a child with ASD. Engaging young children with ASD in discussion about their school-related likes and dislikes is not without challenge. Nonetheless, we argue that the challenges encountered in involving minority groups in research are far outweighed by their need for self-expression and self-dete...
TL;DR: In this paper, the development of future preschool teachers' critical awareness through the introduction of two new subjects (intercultural education and media education) in the curriculum of an early childhood department in Greece is discussed.
Abstract: This article focuses on the development of future preschool teachers' critical awareness through the introduction of two ‘new’ subjects – intercultural education and media education – in the curriculum of an early childhood department in Greece. The current social and political context, the structure of preschool teachers' training in Greece and the design and evaluation of the operation of these courses that are designed to raise students' critical awareness are discussed. Particular attention is given to students' resistance to the specific issues taught, which appears to result from their personal beliefs and the institutional inertia of the education system.
TL;DR: In this paper, the authors examine trends and innovations in the Dutch early childhood education and care (ECEC) services that have taken place over the past 20 years and outline an approach to ECEC known as Developmental Education (DE).
Abstract: As in many countries, in the Netherlands, governmental policy regulates the decisions of schools and care providers that concern and the control of the quality of education and care. Article 23 of the Dutch Constitution defines a fundamental right of freedom in matters of education within the context of institutions such as schools and other educational services that are under governmental control. Like freedom of speech, religion and association, the right to education and the freedom of education are deeply rooted values in the Dutch culture. This gives rise to serious tensions between schools, parents and the requirements determined by the government. This article explores these tensions by examining trends and innovations in the Dutch early childhood education and care (ECEC) services that have taken place over the past 20 years. In particular, the article outlines an approach to ECEC known as Developmental Education (DE). This initiative is unique in the Netherlands as it systematically implements th...
TL;DR: I Can's Early Talk (ET) as mentioned in this paper was designed to improve speech, language and communication outcomes for children aged 0-5 by focusing on enhancing practitioners' knowledge and skills.
Abstract: This paper describes the findings of a qualitative evaluation of an early years' intervention, I Can's Early Talk (ET) programme. ET was designed to improve speech, language and communication outcomes for children aged 0–5 by focusing on enhancing practitioners' knowledge and skills. The research focused on children aged 3–4 years and was conducted in 14 Sure Start Children's Centres across England, using a combination of observations and interviews with practitioners, centre managers and local authority staff, along with a questionnaire survey of parents. Findings revealed improvements in practitioners' confidence and practice as a result of participating in the programme. The results also suggest that participating practitioners felt their capacity to understand and reflect on how to support children's speech, language and communication improved, particularly in the children's centres which had been accredited for over six months. ET was also found to offer a balance of support and challenge wh...
TL;DR: This article proposed that film-mediated encounters between researchers and infants have the potential to be more than sites that privilege researchers' representations of infants' experiences and subjectivities, drawing on Thomas, Whybrow and Scharber's four participatory perspectives.
Abstract: Drawing on Thomas, Whybrow and Scharber's four participatory perspectives, this paper describes and complicates endeavours to move beyond utilitarian perspectives of infant participation in participatory research. It proposes that film-mediated encounters between researchers and infants have the potential to be more than sites that privilege researchers' representations of infants' experiences and subjectivities.
TL;DR: In this article, the authors focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree, and found that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change.
Abstract: This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations.
TL;DR: Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development as discussed by the authors, and it is the key to quality improvement and enables the early understanding of young children.
Abstract: Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. It is the key to quality improvement and enables the early...
TL;DR: In this paper, a qualitative study was conducted with 100 mothers from five different countries (Turkey, Belgium, Switzerland, Bahrain and Saudi Arabia) and designed to investigate their perceptions of the effects of the MOCEP, and the essential factors in its effectiveness.
Abstract: Although previous quantitative studies have demonstrated the effectiveness of the mother–child education programme (MOCEP) that originated in Turkey in 1993, the study reported here uses a qualitative approach to gain an in-depth understanding of mothers' views of the outcomes of the programme. The study was conducted with 100 mothers from five different countries (Turkey, Belgium, Switzerland, Bahrain and Saudi Arabia) and designed to investigate their perceptions of the effects of the programme, and the essential factors in its effectiveness. In-depth interviews were used for data collection. The findings revealed that participant mothers perceived changes in their child's overall development and in the mother–child relationship, and indirect effects in their relationship with the child's father and the father's relationship with the child. Mothers also reported that the group meetings attended by all the mothers, the characteristics of the teacher and the curriculum of the cognitive education programme...
TL;DR: In this paper, the authors describe how the Portuguese National Council for Education initiated a participatory process that gave rise to the development of a public statement, "The Education for Children from Zero to Six Years", which called for a shift in support for children from zero to three years.
Abstract: This article describes how the Portuguese National Council for Education initiated a participatory process that gave rise to the development of a ‘public statement’, ‘The Education for Children from Zero to Six Years’. This statement and its 11 recommendations were directed towards the Ministry of Education and called for a shift in support for children from zero to three years (traditionally the responsibility of the Ministry of Solidarity and Social Affairs), from being primarily care-based to being primarily rights-based with an educational focus. This participatory process is described and analysed. It involved broad participation by civil society with representation from a range of stakeholders, including family representatives, professional associations, unions, experts and researchers – all of whom brought their experience, insights and knowledge. This article also describes how, in spite of a change of government, the statement has continued to influence early year educators and policy-makers. Fin...
TL;DR: The article as discussed by the authors presents an introduction to the special September 2013 issue of "International Journal of Early Years Education" addressing research on topics including the impact of Apartheid on education in South Africa, numbers of kindergartens in China, and school readiness.
Abstract: The article presents an introduction to the special September 2013 issue of "International Journal of Early Years Education" addressing research on topics including the impact of Apartheid on education in South Africa, numbers of kindergartens in China, and school readiness.
TL;DR: The second specialist collection of papers for this journal on children's participatory research emanating from the Young Children's Perspectives special interest group (SIG) within the European Early Childhood Education Research Association (EECERA) as discussed by the authors explores the international successes and challenges of engaging young children in the research enterprise.
Abstract: This is the second specialist collection of papers for this journal on Children’s Participatory Research emanating from the Young Children’s Perspectives special interest group (SIG) within the European Early Childhood Education Research Association (EECERA). The SIG focuses on a range of issues met by researchers in this relatively new field of work, and explores the international successes and challenges of engaging young children in the research enterprise. A robust and productive group, its members are amongst the most prolific publishers in the EECERA. Outputs have included the popular text by Harcourt, Perry, and Waller (2011), where 26 members contributed to chapters, and other special journal editions (e.g. Harcourt and Einarsdottir 2011). At the Geneva meeting in 2011, the SIG recommended that a further anthology of papers was essential in disseminating contemporary viewpoints and findings in relation to research with young children from an international perspective. In 2012, we edited the first compilation of a two-part collection – Introducing children’s participatory research in action: Challenges and dilemmas – wherein authors challenged traditional notions of participatory research with insights into ethical, methodological and theoretical frameworks for researching with children. This second part moves us to reporting on the ‘action’: research projects undertaken with young children in a range of international contexts including Australia, Scotland, Northern Ireland, Sweden, Italy and Finland. In the first paper, Gray and Donnelly give voice to children through a small-scale study in Northern Ireland that offers insights into the experiences of mothers and their children who are diagnosed with autistic spectrum disorder (ASD). This paper breaks new ground in a number of ways. Firstly, with the inclusion of children with special educational rights, Gray and Donnelly explore considerations for supporting children with ASD to engage in research. Secondly, the participants were from two ethnically diverse groups (Irish Traveller and non-Traveller communities), thereby offering insights into a misunderstood community. In the next paper, Harcourt and Hagglund argue that the United Nations Convention on the Rights of the Child (UNCRC) is yet to be considered from what they term a bottom-up perspective. Working with fourand five-year-old children in Australia and Sweden, the authors offer one of the first examinations of rights from very young children’s viewpoints. The paper presents some of the early findings from the Australian part of the study, which identifies a disjunction between rhetorical rights and lived rights. The authors conclude that an ‘upside-down approach’ is fundamental when working with the UNCRC and children’s participatory rights. Also examining the UNCRC, Ghirotto and Mazzoni begin by positioning children’s participation as an educative process. Using a project undertaken with very young children in Reggio Emilia, Italy, the authors focus on the role of adults in engaging with children, offering new insights into the participation of young children from a care and International Journal of Early Years Education, 2013 Vol. 21, No. 4, 265–267, http://dx.doi.org/10.1080/09669760.2013.868239