162 research outputs found
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Children’s experiences: The institutional grip of evaluation in Swedish school-age educare
Full text linkSwedish school-age educare has, in the last 25 years, undergone extensive reforms with revised goals for work in practice and new working conditions. The reforms and changing conditions seem to have challenged practice in terms of quality. Since 2010, instead of programme evaluation for generating knowledge about the expected benefits for children of attending school-age educare, quality and evaluation have been regulated in the Education Act 2010:800(2010) as decentralised, continuous, ongoing systematic quality work led by school leaders and teachers themselves. The aim of this study was to examine the norms and the social order forming evaluation in school-age educare practice, including how staff think institutionally about evaluation, how evaluation is classified and categorised and identifying institutional shadows. The article is built on interviews with 53 staff members in twelve different centres. The interviews were analysed using Mary Douglas’ (1986) theory about how institutions think. The analysis contains a careful reading of interviews through a theoretically informed institutional lens and has resulted in different categories of evaluation in SAEC, as well as the identification of an institutional shadow. Children’s experiences is discussed as the institutional grip and shadowing goals and results in evaluation. Finally, it argues for institutional change
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
Describing the play of three-year-old children in the home context
Full text linkThis study examines play in the Finnish home context by specifically concentrating on the forms of play, quality factors of play and social nature of play. It is of particular interest to study play especially of three-year-olds, because the research on play for this group, in home environment is scarce especially in the Finnish context. This study is part of longitudinal, multidisciplinary study (STEPS) and is based on the responses from 921 families who answered the questionnaires both at the study recruitment point and at three years. The data were gathered during the years 2011–2013 for the first time ever from the Finnish home context and are a basis for research to be done later. There is a need for this kind of descriptive and identifying study to understand play in the home context. The results suggest that play, and especially playing outdoors, had a strong position in children’s lives. Some forms of play were clearly gender-based and some demographic factors had a connection to the social nature of play. In addition, the level of participation in early childhood education and care was associated with play. No earlier studies have been conducted on the associations between participating in ECE and an increase in the sociability of play in the home context. Participating in ECE expands children´s social network and promotes possibilities to form friendships. In public discourse, the need to increase children\u27s participation in ECEC has been strongly emphasized. This research supports these views
Engagement of science process skills for teaching science concepts in early childhood
Full text linkThis study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey
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
An international scoping review focused on gifted and talented children: Early identification and inclusive education
Full text linkGifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one’s fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided
The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children
Full text linkThe purpose of the study was to examine the effects of P4C implementations on children\u27s perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children\u27s Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group\u27s perception of moral and social norms improved. In the current study, a substantial difference between the children\u27s moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group\u27s moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills
Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic
Full text linkEarly childhood (EC) directors played a critical role in the successful operation of childcare centers during the COVID-19 Pandemic. Directors were responsible for adhering to health and safety protocols and caring for the well-being of their staff, children, and families. Due to the need to remain open for other first responders’ families, Directors were challenged with fluctuating numbers of staff and children, and in other cases, they were tasked with transitioning their programs online to serve children. This study examines 10 US EC Directors’ perspectives and leadership experiences during the Pandemic. From interviews with the participants, themes emerged to illustrate how EC Directors utilized adaptive leadership skills and strengths-based leadership. Findings from this study are beneficial not only to understand how EC Directors led during the Pandemic, but also which skills, resources, and supports are necessary for future times of crises and challenging times. This article offers recommendations for researchers, policymakers, and other decision-makers on how best to support EC Directors in future times of uncertainty
Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities
Full text linkDuring the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present mixed methods study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails, what are the characteristics that constitute an infant/toddler educator professionally and on the extent to which they are well prepared to perform their multi-dimensional role. 51 Greek infant/toddler educators responded to an online questionnaire which included close and open-ended questions. Results reveal that the role of infant/toddler educators is complex and multi-faceted and that infant/toddler educators spent most of their time in education and care practices rather than managerial practices. In addition, results highlight that care moves beyond narrow definitions that include routines, to a broader image of care which involves educational and relational aspects. Divergences between practices adopted in infant and toddler classrooms have also been revealed. The results highlight the need to further explore infant and toddler educators’ voices about their role, professional identity and work
‘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