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1.
Abstract

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is under-researched in Australia, with regard to how these knowledge flows are theorised, and how policy is implemented on the ground.

Purpose: The paper’s purpose was to contribute new Australian-focussed conceptual and empirical insights on the trajectories, development and implementation of evidence-based policy in the field of early childhood education and care.

Sources of evidence: The paper is based on three main sources of evidence: ? the critical literature on policy transfer and policy mobility

? policy statements, reports and planning documents produced by national- and state-level governments

? data from fieldwork analysis of new capital works and programmes in the early childhood field.

Main argument: International research and evidence on the benefits of investment in early learning has had a significant impact on the framing of Australian policy. So too has a move in several countries to align early childhood institutions with schools. However, a dominant paradigm of policy transfer, reliant on pluralist and rationalist frameworks of policy-making, fails to account for the dynamics of policy development and implementation across and within jurisdictions and geographical space. Conceptualising a new alignment in Australia between children’s centres and schools as ‘educare’, this article employs the theoretical lens of policy mobility to account for the circulation and transformation of educare policy in Australian settings. Through an empirical analysis of a new educare centre in the growth corridor of western Melbourne, the article demonstrates the extent to which neoliberal policy settings outside the educational sphere, around public finance, partnership, place and infrastructure provision, influence the implementation of ‘educare’ policy.

Conclusions: The educare discourse in Australia addresses a complex and multiscalar set of policy problems that associate child development with concerns around human capital formation, economic efficiency and productivity, place making and community building, and the role of the public sector in neoliberal democracies. International circuits of knowledge, policy design and institutional models in the educare field have been significant in shaping recent Australian policy, despite well-publicised views expressed in Australia on the disconnection between academic research and policy. The strength of policy mobility as a theoretical lens to assist our understanding of these influences lies in its critique of formalism in policy-making and in its attention to fluidity and transformation. The mobility lens encourages new empirical research that focuses on spatial and institutional dynamics, assisting our reading of on-the-ground developments in Australia’s fastest growing city.  相似文献   

2.
In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education.  相似文献   

3.
Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.  相似文献   

4.
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5.
幼儿教师专业发展是其教育理论知识与教学实践相结合,不断内化为个体理论知识和实践知识的教育机智的过程。教育叙事研究来自实践,服务于实践,是幼儿教师成为学习者和研究者,是促进幼儿教师专业发展的有效方式和手段。  相似文献   

6.
Mapping Students' Lives: Children's Geographies,Teaching and Learning   总被引：1，自引：1，他引：0  
The relatively new field of children's geographies builds on the theoretical foundations of human geography, critical geography, and spatial theories to examine the places and spaces children inhabit and create. This article reviews four major themes in children's geographies relevant to education: exclusion and agency, the social construction of childhood, children's geographies across the globe, and children's spaces beyond the classroom. Children's geographies' unique perspective on the spatial experiences of young people offers new ways to understand issues in education theory, pedagogy, and practice.  相似文献   

7.
Abstract

Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators.  相似文献   

8.
This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory‐oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail to provide a satisfying account of their interpenetrating relation. Hirst falls into error by fencing off ‘forms of theoretical knowledge’ from ‘forms of practice’; Carr's dismissive attitude to theory is saturated with internal tensions in his own discourse. This article contends that what is left unaddressed both in Hirst's and Carr's arguments is the most fundamental sense of ‘social’, which is prior to relative differences in the standards of knowledge among societies and which reminds us that theory is not a socially disembodied enterprise. A lively appreciation of this point encourages us to see the prevailing outlook towards the relation between philosophy and education quite differently.  相似文献   

9.
Abstract

This paper traces the evolution of early childhood care and education (ECCE) in Ireland over the course of the last century. Changing conceptualisations of the nature of childhood provide the context for understanding historical and contemporary approaches to ECCE. Historically, young children's care and education were treated as separate entities, with ‘care’ provided within the home and ‘education’ outside the home. However, the contemporary perspective recognises that young children's learning occurs on a continuum from birth, with care and education being interdependent. Although a distinct ECCE sector is beginning to emerge, prompted by developments at policy, practice and research level, there is considerable scope for further progress. Given ‘where we have come from’ and ‘where we are currently at’, future directions and recommendations for ECCE are elucidated.  相似文献   

10.
Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

11.
ABSTRACT

Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.  相似文献   

12.

This article considers the structuring of adult/child relations in Irish primary schools in terms of the absence of children's voice in much school practice. Drawing on the work of Foucault and Giddens, the article highlights how teacher constructions of childhood are framed within a 'needs' discourse, which precludes consideration of children's rights and status within school. The extent to which children accept or resist such construction is mediated by their age, gender and social class. Policy in relation to according children greater rights of consultation in school, as recommended in recent Irish legislation, will only be effective where teachers and children are afforded the opportunity to consider their relationship in terms of the exercise of power generally between adults and children, with implications for the rights and responsibilities of all parties in the educational encounter.  相似文献   

13.
Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning.  相似文献   

14.
In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social‐economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the discourses not only overlap, but, to some extent, they also reinforce each other. Both discourses depict the future as precarious, and along with identifying deficiencies of our time, they seek to justify the need for early intervention in terms of education. The young child is portrayed, on the one hand, as not‐yet‐realized human capital and, on the other, as a site for change and new beginnings. That is, the child figures as the key to a better and more sustainable world. In both discourses, early childhood education and care (ECEC) is depicted as an emancipating project, detaching the child from the child's social and cultural contexts and historical past, making the young educable child an “orphan.”  相似文献   

15.
Educational Theory and Practice in an Aristotelian Perspective   总被引：1，自引：0，他引：1  
Despite a historical distance, Aristotle's discussion of different forms of knowledge, in particular in the Nicomachean Ethics, offers a novel perspective on the modern understanding of the relationship between educational theory and practice. In the world of education today, it is a convention that theory and practice should enter into a fruitful exchange process with each other. However, a retrospective look at Aristotle's discussion of knowledge and his three categories of knowledge, which concern a theoretical, a productive and a socio-ethical domain, can serve to illuminate that educational theory and practice belong to qualitatively different categories and therefore do not immediately enter into a fruitful relation. A look back will show that scientific propositional knowledge does not have a knowledge monopoly and relevance in all of life's conditions and also that theoretical, general knowledge is not in itself applicable to action. Finally, in tune with more recent learning theories, as for instance situated learning theory based on apprenticeship, Aristotle points out that different forms of knowledge are learnt in different ways.  相似文献   

16.
Abstract:

Cognitive developmental research has neglected the very early stages of moral development. Three recent attempts to fill this gap are briefly described. The first is Martin Hoffman's stage theory account of the origins of empathy. The second is Selman's theory of the development of social perspective‐taking. The third is Damon's account of the development of ‘positive justice’ in early childhood. The implications of these approaches for early moral education are then discussed.  相似文献   

17.

This article presents a case study of student teachers of secondary school physical education (PE) and their subject mentors in subject knowledge development. Grenfell's (1996) application of Bourdieu's notions of 'field' and 'habitus' in relation to initial teacher education (ITE) is applied to interview data to argue that student teachers show varying dispositions to develop subject knowledge at the field sites of university and school. Furthermore, such dispositions are suggested to be enacted by student teachers through the development and exchange of subject knowledge as 'capital'. Thus a dynamic for subject knowledge development, which is neither specific to field site or difference between field sites is conceptualised. The article concludes that student dispositions to learn, in context, should be considered to assist understanding about the development of PE student teachers' subject knowledge. It calls for a redefinition of nationally prescribed subject knowledge in relation to learning how to teach.  相似文献   

18.
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19.
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice.  相似文献   

20.
ABSTRACT

The Council on Social Work Education's Handbook on Accreditation and Procedures (1991) reiterates the council's previous mandate for incorporation of knowledge of racial, ethnic, and cultural diversity throughout both the undergraduate and graduate social work curriculum. This article presents an integrative cognitive and affective learning framework for multicultural social work education. The model encourages students' addressing the significance of their racial, ethnic, and cultural heritage and emphasizes the effects of this education and enrichment in developing an ethnic-sensitive social work practice.  相似文献   

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