The construct of school readiness that focuses on children's maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children's abilities, and there are limitations to the concomitant practice of retention. These challenges have prompted attempts to re-conceptualise entry to school as a process of transition. However, transition has variously been conceptualised as: a set of teacher practices in a time-limited period around school entry; a process of establishing continuity from home to school; and a multi-layered, multi-year experience. An analysis of academic literature from 1990-2004 in U.S.A., Australia/New Zealand and Europe was undertaken to identify trends in the conceptualisation of transition to school. The analysis suggests a trend towards more complex understandings of transition emphasizing continuity of children’s experience, partnership with stakeholders, and system coherence across extended time periods. However, more limited constructions persist in the academic literature, particularly in U.S.A. and Australian/New Zealand.

Developing an Inclusive Approach to Preschool Education: A Discussion of Issues and Strategies, with Implications Focussing on Quebec.

Trends in construction of transition to school in three western regions 1990-2004

This qualitative study was designed to explore the constructions of Early Childhood Educators’ (ECE) beliefs about play and how they translate these beliefs into practice. Guided by a teachers’ beliefs framework (Sanger & Osguthorpe, 2011; Haney & McArthur, 2001; Richards & Lockheart, 1994; Pajares, 1992) and a constructivist philosophical lens, the study sought to identify (a) ECE educators’ beliefs about play, (b) how the educators practice play, and (c) how they incorporate both theoretical and practical components of play beliefs into the early childhood education classroom. A postmodern orientation and rigorous qualitative research methods were employed. Data were collected in three phases: an indepth open-ended interview was conducted, followed by classroom observation over the course of 6 weeks, and finally a second interview was conducted using the process of Interpersonal Process Recall (IPR) with four purposefully selected participants. The interview data were transcribed and categories were co-constructed with the participants. Findings revealed that the educators came into their training programs with certain core beliefs about play that were developed in pre-service experience (upbringing, culture, childhood memories). These core beliefs played an important role in the information that these educators were able to filter into their previous beliefs about play. Further, the educators’ beliefs about play appeared to be reinforced and even magnified through their training programs, as they were able to take specific techniques and approaches and apply them in their practice. Two of the educators had previous experience working in daycare, hence facilitating the application of new knowledge to their pre-existing beliefs. The study findings add to a small growing body of research that furthers our understanding of the construction of early childhood educator beliefs. This research also helps us understand how educators’ pre-service and in-service experience contributes to the development of play beliefs and helps in the transfer of beliefs into practice. In addition, the findings give a voice EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE vi to the early childhood educators, making a valuable contribution to the literature. EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE vii Acknowledgements This journey has certainly been one filled with many triumphs and tribulations. Throughout my Ph.D. I have been fortunate to have the support of many wonderful individuals who have made this experience positive for me. This research would not have been possible without the contributions of the four educators in my case studies, who I am forever grateful. My profound appreciation is extended to the educators who made this study possible, the children in their classroom, and the parents of these children who agreed to allow me to videotape countless hours in the classroom. It has been a privilege to give a voice to the experiences of these passionate educators. To my support club who were always there to back me up even in moments of despair when I didn’t think I could go on anymore (Kathy, Nath, Khamy and Isabelle), thank you. A special thank you is extended to my dear friend Isabelle who always believed in me and never doubted my capabilities. Isabelle, I hope you are watching over me now and can smile knowing that “we made it.” Another special thank you must be extended to my mentor and role model, Dr. Nina Howe. Thank you Nina for your continued support and guidance throughout this process. You helped me discover my passion for play in the field of early childhood education. I would also like to extend a heartfelt thank you to my committee members. Dr. Barbara Graves, Dr. Jessica Whitley, and Dr. Raymond Leblanc who guided me throughout this experience. I appreciate your thoughtful advice and direction throughout this journey. Dr. David Paré, my research supervisor has proven to be a wonderful mentor for me during this lengthy process. Thank you for pushing me when I needed a push, for giving me space when I needed to reflect, and for not giving up on me. Last but not least, I would like to thank my family without whom this experience would not have been possible. First and foremost, I would like to thank my parents Janice and Robert for their continued support in all of my life dreams. You have both been there for me throughout this process, either giving me a shoulder to cry on or to laugh on. If it were not for your strength, wisdom and support I am not certain I would be here today. Second, I need to extend my gratitude to my baby sister, Trish (Buzz) who has been my rock throughout this process. Thank you Buzz for always believing in me EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE viii and finding that silver lining. To my husband Adama, thank you for putting up with the late nights, the constant commute between Sherbrooke, Ottawa and Montreal. This has been quite a journey for the two of us, and I am so glad that you were along for the ride. To my two beautiful children, Malcolm and Maya, thank you both for still loving mommy unconditionally despite all the late nights working at Starbucks. You are my pride and joy and this degree is dedicated to the both of you. Remember that you are capable of succeeding any feat, as long as you remember to work and play hard! EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE 1 Chapter I: Autobiographical Prologue I have evolved over the course of the past several years as a researcher, and as a person. This evolution is due in part to the education I have pursued; in particular my research methodology courses, as well as my experience working alongside my colleagues in the early childhood field. Through these experiences, I have become much more in tune with my role as a researcher and the influence I have on the participants during the research process. As well, I have learned a few things about myself, who I am and what I believe in; namely, the role play serves in the development of the overall child. In order to be transparent about my own beliefs regarding play and to help the readers evaluate the trustworthiness of this study I have included an autobiographical prologue. This autobiographical section is twofold: first, I wish to share my childhood and experiences that have led to my passion for play and experience in the field of education; and second, I will address the link between my training and my topic. Link Between Childhood and Play By explaining my early experiences with play (as a child and later as an educator) this will lead the reader to a deeper understanding of the links I draw between childhood and play. I grew up in a very small town in the Eastern Townships, Québec approximately 130 km east of Montreal. I am the eldest of two girls, four years the senior of my baby sister. My mother was a kindergarten/grade one teacher for over 30 years. My father is in the Propane business and was often travelling for employment purposes leaving us in the very capable hands of my mother. Since my mother was a trained teacher she most certainly influenced the choices I made in life, as well as in my career. My mother always ensured that we relished our childhood experiences... giving us every opportunity to appreciate the world around us through play. EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE 2 With this said, being the child of a teacher you can imagine that we spent a fair amount of time learning about nature. We often could be seen playing outdoors (i.e., sliding in the winter, snowball fights, playing in the sand, playing tag, etc.). We had lots of space for playing and exploring nature and our surroundings. Play was a natural form of life for children in my neighbourhood as they could be seen playing throughout the day. I have fond memories of playing outdoors with friends after school, exploring the best nature had to offer. Sometimes we would try and dig little gold nuggets out of the asphalt to collect for our imaginary travels to lands far away. As children, we were free to explore, free to chase our dreams, and free to test our hunches. In addition to my life long love of play, I have always been very fond of children. I would often accompany my mom as an adolescent to her kindergarten class on my days off (end of year exams) to learn more about the field of education. I was totally immersed in this experience of teaching, learning and playing with the children and I loved every minute of it. I believe that my memories of childhood play coupled with my experiences working side-byside with my mom and the children reinforced my career direction in early childhood education. Research Training and Play I now wish to address my vested interest in this research topic. I will first address my scholarly pursuits, followed by my academic experiences, and finally the topic itself of “Early Childhood Educators’ Constructions of Play Theories and Practice.” Following my calling and life dream, I decided to pursue a four year Bachelor’s degree in Early Childhood and Elementary Education at Concordia University in Montreal, Québec. While completing this degree, I worked in various daycare settings in the greater metropolitan area of Montreal with children between 18-months and five-years of age. One of the most fascinating experiences that I witnessed was the educators’ constant adaptation EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS AND PRACTICE 3 of activities to meet the children’s needs and desires. They were always observing the children’s play and trying to accommodate their needs by introducing new activities, toys, and games. Many of these educators truly believed in the role of play and tried to reinforce it in their own classrooms. Whereas I was struck by the commitment of some educators to the process of play, I also encountered

background

https://www.ruor.uottawa.ca/bitstream/10393/24047/1/Parsons_Amy_Louise_2013_thesis.pdf

Early Childhood Educators' Constructions of Play Beliefs and Practice

Objective: This study aimed to explore early childhood educators` anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators` science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

/pdf/exploring-science-education-anxiety-among-early-childhood-14am9egqwu.pdf

Developing an Inclusive Approach to Preschool Education: A Discussion of Issues and Strategies, with Implications Focussing on Quebec.

Citations

Trends in construction of transition to school in three western regions 1990-2004

Early Childhood Educators' Constructions of Play Beliefs and Practice

Exploring Science Education Anxiety Among Early Childhood Teachers Using Q-Methodology

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