162 research outputs found
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Children’s views on social distancing and playing on an adventure playground
Get PDFAdventure playgrounds have provided an important play environment for children in the United Kingdom (UK) since the 1940s. Twenty-five children ages from 4 to 13 were asked how they would play if social distancing was introduced on their adventure playground. Using Piagetian classification as a framework, responses from children in the pre-operational stage were compliant, whilst in the operational stage, children were compliant but explained how they would adapt their play. For the formal operational stage, the responses were confrontational. The importance of obtaining children’s views challenges the original ‘blanket’ policy guidance within the UK on social distancing for all children in outdoor environments including an adventure playground and considering how children play when with their peers is more social play
Exploring humour within the early childhood period from children’s and teachers’ perspectives
Get PDFThe purpose of this study was to examine humour from the perspectives of 60-72-month-old children and their teachers in Turkey. A phenomenological method was used to collect data through semi-structured interviews, which included each child making a drawing about something they thought was ‘funny’. Teachers were also interviewed via semi-structured questions related to children’s humour. Data collected from 22 children and five teachers were analysed using McGhee’s humour development theory and Martin’s descriptions of four humour styles. The humour produced by our sample mainly included items related to incongruity. Teachers described children’s humour development in terms of how the children behaved within their social group, and some believing that children who do not make jokes about their peers, have no humour development. Our findings pointed to a lack of awareness of the benefits of humour to the learning process and early years’ education, particularly with teachers needing to account for age, developmental level and cultural differences
A longitudinal investigation of the effects of parental discipline strategies on social competence in early childhood
Get PDFIn the current study, we investigated the associations between parenting discipline strategies (i.e., physical punishment and non-violent punishment) and social development using n = 3265 reports from primary caregivers across three waves of data. Analyses were conducted using cross-lagged structural equation modeling, where we evaluated the developmental effects of physical punishment and non-violent punishment on social competence. The findings showed partial support for developmental changes between non-violent punishment and social competence unfold reciprocally and longitudinally; the relationship between physical punishment and social competence appeared unrelated, as physical punishment in Wave 2 only negatively predicted social competence in Wave 3. These findings underscore the importance of understanding the developmental pathways for parenting discipline strategies and social skill development among children living in urban neighborhoods
Preschool staff perceptions of leader capabilities during COVID-19 early stage in Iceland
Get PDFIn mid-March 2020, leaders of Icelandic preschools faced a new reality: the task of leading and keeping their preschools open during the early stages of a pandemic. Suddenly, everything changed, and dystopia became the “new normal”. The proximal closeness between unrelated people was forbidden, and everyone was supposed to practice social distancing. This article discusses the attitudes of preschool staff towards their leaders (principals) during that time. How successfully did the leaders handle the first weeks of the pandemic? Data were drawn from an online survey conducted between 8 and 18 April 2020 during a time when feelings were running high. The results showed that staff felt that most of the leaders supported and did their best to take care of their staff members. Leaders established new ways to communicate and get information from both staff and parents. They showed assertiveness and used their former leadership training and skills. However, staff perceived leaders had problems setting boundaries, and their insecurity affected their leadership skills. The unique contribution of this study is that its data were collected during the early stages, which may be helpful for later stages or other crises affecting preschools in the future
Social and emotional learning (SEL): How it finds a place in an early childhood education curriculum in Turkey
Get PDFThe study aims to identify the Social and Emotional Learning (SEL) skills as defined by Collaborative, Academic, Social and Emotional Learning (CASEL) in the Turkish Early Childhood Education Curriculum (TECEC). Recent studies have pointed out that gaining SEL skills at early ages has many benefits for development. Researchers in the SEL area suggest that having a clear conceptual framework benefits both in research and practice. TECEC document is examined based on CASEL’s framework. Document analysis was used to identify how SEL standards and objectives in TECEC were conceptually designed. The findings show that out of 17 standards to support social and emotional development, only 10 of them are related to SEL, meanwhile, 7 of them are identified as social studies standards. Out of 53 stated objectives, thirty-one of them are related to SEL skills. The current study will provide a tool for researchers, curriculum developers, and practitioners that feel the need to base their research and practice on a solid conceptual framework
Social protection of children with disabilities before the change of regime and at present
Get PDFThe integration of people with disabilities and the normalisation of their living conditions appear to be a key goal in today’s social approach. However, it is not enough to change the social approach alone in order to achieve integration, we need instruments which are able to support the social participation, self-determination and normalisation of people with disabilities. Such instruments can be defined as follows: a wide range of social welfare support and social services ensured by the state. It is indispensable to help, support and strengthen families which raise a child with disabilities, consequently social policy instruments should be extended to families as well. The present study aims at providing an overview of how children with disabilities and their families were supported during the socialist regime and in the subsequent period. We used a qualitative case study, for the preparation of which secondary research and document analysis were conducted. Our analysis focused on the research question whether following the change of regime there was a change of attitude in the fields of social policy which could promote the improvement of the quality of life of children with disabilities and their families. On the other hand, do the benefits and services provided by the social care system support the integration, normalisation and self-determination of children with disabilities, as well as their upbringing in a family environment? The results of our analysis show that following the change of regime a slow change guided by the modern approach to disability began, which by continuously adding an element at a time attempts to help children with disabilities and their families. A Hungarian disability strategy which would thoroughly define a social policy adapted to the needs of those concerned is badly needed
Play based activities for mathematical thinking at infancy: Nursery teachers’ and parents’ beliefs
Get PDFMathematics takes place in a major part of human life and mathematical concepts are used in every part of daily life, starting from the age of infancy. The present study concentrates on the age of 11 months to two years, during nursery education, when formal, informal and non-formal activities enable infants to have experiences related to mathematical concepts. Nursery teachers are expected to include play-based activities at every stage of the teaching process, while parents are recognized as young children’s first educators. We examined nursery teachers’ and parents’ beliefs and practices about the development of the infants’ mathematical skills through the use of play-based activities and their respective roles. The present study was conducted in Cyprus, where obligatory preschool education is only one year before primary education. Questionnaires, interviews and shared diaries with home activities were used for quantitative and qualitative data. Results indicated that both groups of participants expressed positive conceptions on the value of daily life play-based activities which could support mathematical learning. However, it seemed that in the case of parents there was a lack of relevant knowledge about the use of attractive and creative activities which could relate to plenty of mathematical concepts. Parents recognize the vital role of teachers and they asked for further guidance and support. We discuss how we can ensure the quality of early mathematics informal teaching and nonformal learning experiences can be offered for all infants. We discuss the role of the Curriculum in Mathematics at nursery school under a play-based context and the guided parental involvement
Diversity of assessment discourses in Swedish and Norwegian early mathematics education
Get PDFIn many countries, including those in the Nordic region, there has been a growing trend towards measuring students’ knowledge and understanding, a trend that is evident even in early education. This article presents a discourse analysis of mathematics assessment materials intended for six-year-olds in two neighbouring countries, Sweden and Norway. Thus, the article presents an example of early assessment in two neighboring countries with similar culture and education system. The aim is to investigate the similarities and differences between the various meanings ascribed to their assessment materials, and to discuss how these assessment materials may both influence and be influenced by early mathematics education in these two countries. The results show a diversity of discourses – both between and within the assessment materials – indicating different views on students’ learning of mathematics, on when to assess, on what knowledge to assess, and on how and why to assess. Thus, even though Sweden and Norway have similar cultures and education systems, there is no consensus when it comes to when, what and how to assess the mathematical knowledge of six-year-olds
Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia
Get PDFThe rural boarding schools that were established in the socialist era to serve children in Mongolia’s herding communities remain integral to national policy for ensuring universal access to formal education. Education policy actors demonstrate commitment to the socialist legacy of the schooled herder child, while at the same posing legitimate questions as to boarding schools’ quality and contemporary relevance. This questioning is framed with reference to a globally-orientated discourse of standards, outcomes measurement and skills for employability. The paper argues from a post-socialist perspective that this orientation forecloses a nuanced, contextualised understanding of “relevance” as a complex educational policy problem. Drawing on policy documents and secondary literature, it develops and applies a post-socialist conceptual framework to explore the temporal and spatial orientations of rural boarding schools and their “relevance”. The analysis evidences multiple, intersecting layers of change which situate the schooled herder child and constitute Mongolia”s “unfinished business of socialism” in education. The paper concludes that the layering revealed in this analysis needs to be more visible to educational policy; and that to resist oversimplifying the complex problem of education”s relevance is an ontological imperative
Transition to school process of children with disadvantages: A literature review
Get PDFTransition to school can be described as an opportunity for children to experience a new social and educational environment. However, it also includes a loss of security area and fear of the journey into the unknown and it can be more difficult for children with disadvantages and their families. It is necessary to address the recent studies conducted on this period, in order to present different perspectives and to determine the tendency of the studies carried out on the transition to primary school in the current literature. In this way, it is possible to look at the transition to school for children with disadvantages from a broad perspective. The aim of this study is to review the research that addresses the transition process of children with disadvantages to primary school. Following the inclusion and exclusion processes carried out in this context, 15 studies related to the subject were examined and the studies were analyzed descriptively. According to the findings, it is seen that the studies mostly focus on revealing the existing situation. The findings of the studies examined in this context are interpreted under the themes of (a) factors affecting the transition of children, (b) problems experienced in the transition, (c) collaboration in the transition, and (d) advices for the process. Findings reveal the importance of each individual in a community at the same risk having their own characteristics, and of considering individual differences while addressing cultural differences. It is thought that new research is needed to improve the transition in terms of inclusivity