Journal of Childhood, Education & Society (JCES)
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Presentations of children in research articles framed within the theory of pedagogical content knowledge
Full text linkTeachers’ knowledge about children is a part of teachers’ Pedagogical Content Knowledge (PCK). With this in mind, the purpose of this study is to generate knowledge about how children are presented in PCK research. This is carried out by examining both the existence and the nature of descriptions related to presentations of children in selected PCK research articles. The method used in this qualitative study is inspired by document analysis and the analysis is a combination of content analysis and thematic analysis. In the analysis, articles presenting results from studies conducted in primary schools and in preschools were used. The focus of the analysis is on whether or not children are presented in the texts as active participants in teaching situations. The findings were divided into three themes: Presentations of children through the construct of PCK, Presentations of children’s thinking and motivation, and Presentations of children in play-based situations. The results show children as active participants with materials and in informal learning spaces, and that children can influence teaching situations through the teachers’ knowledge of children. One theme stands out in the analysis of the texts where children are presented as active participants: Presentations of children in play-based situations where children are described as being in control of their play, to which the teachers then adapt their teaching. It is in these presentations that children’s active participation and agency is most clearly defined
‘So, this will do for you guys’: A closer look at Maine’s Part C rural service delivery
Full text linkThis study examines family-centered strategies used by Maine’s Part C early intervention providers to support families residing in rural communities who may be experiencing vulnerabilities. Through focus groups, early intervention providers shared strategies and barriers when supporting families. Rurality-focused segments impacting early intervention services were identified in the following themes: (a) teaming and collaboration, (b) professional learning, (c) Part C implementation, and (d) resources and services. State funding and policies that focus on rurality may be an important contributing factor to strengthening structural inequities and increasing recruitment and retention of providers in rural areas
Enhancing playful interactions: eCoaching mothers of preschool children with disabilities
Full text linkPretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support family-centered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend play for children with speech-language and developmental delays. Two mother-child pairs, each involving a preschool child with an Individual Education Plan (IEP), participated in at-home eCoaching sessions while engaging in pretend play. Implementing eCoaching helped mothers acquire play-based knowledge and better facilitate pretend play tailored to their child\u27s developmental needs. Throughout the eCoaching process, improvements were noted in the children\u27s quality of pretend play and language behaviors. After the eCoaching sessions concluded, both mothers and children experienced benefits from the process. The mothers had positive perceptions of their eCoaching sessions, found them easy to implement, and considered eCoaching beneficial for themselves and their children. This indicates that eCoaching is a socially valid family-centered practice. Future research should investigate how individual variables associated with the eCoaching influence child and family outcomes
Balancing acts: Parental coping and adaptation during COVID-19 in Türkiye
Full text linkThe global health crisis, COVID-19, swiftly enveloped people all around the world. Upon the World Health Organization declared the COVID-19 as a pandemic, numerous countries have determined their own road maps. The main purpose of this study was to understand the effect of the COVID-19 pandemic on the life balance of parents with children aged 0-6 years in Türkiye. This study was a cross-sectional design. The data was collected from 514 parents who have at least one child at the age of 6 or less. Results showed that there were several direct and indirect relationships between demographic measures (gender, age, educational status, number of children in home and employment status of parents), mediating variables (self-rated measures such as support from distance learning, support from others), and endogenous variables (life balance variables). The findings of the study showed that “new normal” has entailed potential job losses for some individuals and changed perspectives and delivery methods of education. The findings also highlighted the importance of parents’ engagement into education for understanding and helping children’s development
Caregiver involvement in support services for a child with hearing loss?
Full text linkFamily-centered practices are considered one of the crucial components of services offered to children with hearing loss in early intervention. These practices aim to empower caregivers to support the language development in children with hearing loss through family-centered early intervention. In Turkey, early intervention practices are commonly provided under the supporting services provided by Private Special Education and Rehabilitation Centers (PSERCs). However, there is limited information regarding the ways of involving caregivers in the support service process and about the content shared to empower them. This research was designed as a holistic single case study based on a qualitative approach to examine how caregiver involvement is achieved in support services in PSERC for pre-school children with hearing loss in Turkey. Data obtained through observations, semi-structured interviews, documents (Audiogram, activity items, etc.), and researcher diaries were analyzed inductively. Results demonstrate that a range of practices, such as informational notes, quarterly meetings, and debriefings are implemented at the focal PSERC. However, it found that the only practice that was consistently followed was debriefings. Although the content shared in the debriefings was seemingly supportive for the language skills of children with hearing loss, the information caregivers needed was diverse. The results clearly demonstrate that current attempts to involve caregivers at PSERCs lack family-centered practices. A more comprehensive approach is required to improve services at PSERCs and make them truly family-centered. Further research is crucial to this end
A systematic review on factors influencing the development of children’s creativity
Full text linkNo one can deny that creativity is essential for survival and a key skill for prosperity in the 21st century. In an era where the skill of creativity is the pathway to development, it is crucial that we nurture children\u27s creativity to better prepare them for academic, professional, and personal success. Systematic reviews on factors that could support or impede children’s creativity is scarce. The present review was conducted to fill this gap. Major electronic databases were searched and studies meeting predetermined selection criteria were analyzed. The search yielded 55 studies published between 2010 to 2022 in English. We classified influencing factors into four types: individual, family, educational, and socio-cultural factors. We concluded by discussing recommendations for parents, educational stakeholders and researchers
Child citizenship and participation: Bottom-up level change from professional conversations with children
Full text linkHart\u27s (1992) \u27Innocenti Essay on Child Participation\u27 advocated for increased involvement of young people as active participants in societal decision-making. This paper provides a historical overview of active child citizenship initiatives, using applied research insights from \u27bottom-up\u27 approaches and conversations with children and professionals. It explores how current practices exemplified through three case studies can enhance genuine child participation and citizenship. The case study analysis examines the conversational processes involving children in problem-solving and decision-making within their communities. Through these examples, the paper highlights practical strategies for meaningfully engaging children as stakeholders and empowering them as active citizens whose voices substantially influence matters impacting their lives
Documenting the development and achievements of early and preschool children: Different curricular approaches
Full text linkThe public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined
From IT to I-It: Digitalization, datafication, automation, and the teacher-student relationship
Full text linkThis conceptual article theorises the tensioned interplay between digitalization, datafication and automation and subjectness in education by asking what intensifying datafication and automation means for teacher–student relationships and how we understand and approach education. Theoretically, the paper draws on Buber’s ideas of the dialogical I–Thou and objectified I–It as the key forms of human relationships. The core argument is that increasing datafication and automation steers the teacher–student relationship towards an objectified I–It relationship instead of the dialogical I–Thou relationship, which Buber (and others such as Biesta, another main influencer of the present paper) saw as the ideal. Literature-informed examples of various forms of educational datafication and automation are provided to support and concretise the arguments
Developing professional ethical care through co-creation in ECEC in Norway: A qualitative study
Full text linkThe article analogizes findings from the project Children in Central Norway, Mental Health in ECEC. A preventive factor for children’s mental health in early childhood education and care (ECEC) is the sensitive relationship between children and staff. ECEC staff in three municipalities participated in a competence-raising package for children’s mental health. Subsequently, 33 members of staff attended five focus-group interviews. Research question: In what way have ECEC staff’s experience changes in their relationship with the children after working with the competence-raising package for mental health, and what kind of processes appeared during this work? The qualitative data has been analyzed using reflexive thematic analysis, while the discussion is rooted in ethics of care and based on children’s rights. The findings show that the staff describe the development of compassionate pedagogy and a common language for children’s needs for attachment. This facilitates a collective professional language through co-creating processes and affects the relational quality in ECEC