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1.
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements.  相似文献   

2.
Drawing on kindergarten teachers’ and University departments’ reactions to the Greek government’s initiative to adopt an integrated Early Childhood Education and Care (ECEC) system, the present study aimed to explore how various ECEC professional groups working in the two main preschool programs operating in Greece define different aspects inherent to ECEC theory and practice. Results yielded both similarities and differences, with aspects of health and well-being characterized mostly as having both a ‘care’ and an ‘education’ aspect, whereas personal and professional development and communication, management and administrative factors were characterized as educational in nature. Discrepancies were revealed in terms of child development, education and play and social environment factors, with those working in childcare settings defining them as including both ‘care’ and ‘education’ whereas those working in kindergartens defined them as educational in nature.  相似文献   

3.
基于多年实践探索与多国调研,OECD提出了有效提升学前教育质量的五大国家政策杠杆,该政策杠杆体系的构建基于OECD学前教育发展战略与学前教育质量评价观两个重要方面。长期调研与多国实践的有效性、强化学前教育质量保障的政府职能、终身学习理念的贯彻是OECD学前教育质量政策杠杆的突出特点。英国、挪威、瑞典、葡萄牙、芬兰、斯洛伐克、韩国、日本近年来根据各自国情与学前教育发展状况,聚焦某一政策杠杆,采取具体措施和行动来推动本国学前教育质量提升,取得了宝贵实践经验。  相似文献   

4.
Against a background of increasing inequality and its impact at various levels on childhood and family life, of the growing societal significance and uptake of extra-familial childcare provision, and of social policy goals emphasising participation and education for all, the early childhood education and care (ECEC) sector in Germany is facing new and heightened challenges. This article presents and analyses current and empirically observable changes in society. It comes to the conclusion that ECEC needs to be more strongly viewed as an interdisciplinary challenge, and that ways forward need to include a comprehensive professionalisation and workforce development project: the aim must be to provide children and families with care and support services tailored both quantitatively and qualitatively to their needs, thereby offering not only support to facilitate the reconciliation of work and family obligations and an alternative place of education for children, but also programmes of specific support for disadvantaged and support-dependent children and families.  相似文献   

5.
This paper reviews the development of early childhood education and care (ECEC) in China. The historical context from 1900 is summarised, and then developments from the 1980s up to the present kindergarten expansion movement, starting in 2010, are covered in detail. The review shows that ECEC development in China has undergone great changes both in policy and practice. The clash between progressive ideas and existing kindergarten practices has been and remains a challenge. The ‘cultural appropriateness issue’ is of concern, and there are strong voices for keeping valuable aspects of Chinese traditional culture. China has put great efforts recently into boosting kindergarten participation nationwide; yet, there have been and remain great social economic disparities at various levels. There is also growing concern that the programme quality cannot be maintained with the rapid kindergarten expansion process. Policy development for the childcare sector (0–3) in China is relatively thin compared to recent booms for kindergartens.  相似文献   

6.
在后工业化、老龄化、全球化等背景下,增加托幼服务供给成为全球性的政策选择。经过几十年的发展,西方发达国家的托幼服务治理模式存在显著的制度差异,形成了三种典型的托幼服务治理模式:托幼整合模式(以瑞典为例)、托幼分离的双轨模式(以法国为例)和托幼关系复杂的多元模式(以美国为例)。不同治理模式的形成和变革受制于其所处的社会、经济和制度环境,在发展中也面临着不同的挑战。新时期我国建构托幼服务治理体系应该采用分阶段策略,建立合理的成本分担机制,鼓励地方实践的多元化,并最终完成托幼服务的整合。  相似文献   

7.
This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small-scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within ECEC. Opportunity was evident through improved nutrition and health, which allowed familial respite and an increased attendance of ECEC. This enabled opportunities for social and explorative interactions. However, the complexities of having and supporting a feeding tube made accessing types of play and exploration challenging. Collaboration between the educators and parents was a crucial tool for success. Educators felt with experience and teamwork they could ensure the needs of children were met innovatively and safely. However, it was concluded clearer advice for attending ECEC settings with a feeding tube would benefit all involved and instil a sense of readiness.  相似文献   

8.
The importance of investing in early childhood is widely acknowledged in policy circles. Particularly formal Early Childhood Education and Care (ECEC) is seen as key to creating equal opportunities and combating poverty by increasing educational achievement of children and supporting parental employment. This social investment perspective has in recent decades supported the rapid development and expansion of ECEC in most European countries. However, the international social investment discourse masks fundamental differences in European ECEC systems and detracts attention from the way ECEC is embedded in the wider welfare regime of a country. This paper critically examines the ‘social investment potential’ of ECEC systems by comparing an early social investment country, Sweden, with two ‘late movers’, the UK and Germany. It argues that investing in ECEC is not per se a panacea for social inclusion. To the contrary, if not combined with other, partly ‘traditional’ equality measures both in education and social protection, ECEC investment may have the opposite effect of increasing social inequality.  相似文献   

9.
In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC.  相似文献   

10.
This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a ‘caring profession’ like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as ‘professional’ demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as ‘emotion work’. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion ‘caring’ as a sustainable element of professional work, expressed not only in maternal, dyadic key‐working but in advocacy for care as a social principle.  相似文献   

11.
The increased regulation of teachers’ work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers’ work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers’ accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of ‘quality of practice’, goal setting and evidence of the collaborative construction of Quality Improvement Plans.  相似文献   

12.
Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies? This content analysis of seven Canadian child care social movement organizations’ discursive resources in 2008 examines how different types of child care social movement organizations communicated their positions to their members and the public to manage a changing economic and political climate. Preliminary findings indicate that both ECEC workforce sector associations and grassroots organizations shared common advocacy messages, played down problems associated with a market approach to child care, and framed child care as a business case in their messaging. The authors suggest this reflects a nascent discursive move towards the professionalization of Canadian child care movement advocacy messages.  相似文献   

13.
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.  相似文献   

14.
It is widely accepted that the early childhood education and care (ECEC) workforce is central to the quality of services. Modernist constructs of quality signal the importance of qualifications for quality, but the preoccupation with qualification levels silences questions about the knowledge required of ECEC professionals. Postmodern perspectives have opened up debates on understandings of professionalism and given voice to those who work in ECEC. However, sociological perspectives of knowledge challenge postmodernism as either creating a dichotomy between modernist technocratic models of professionalism and the ethical models implicated in postmodernism or at worst presenting knowledge as non-existent. Adopting a sociological perspective of knowledge moves away from the dichotomy, enabling a critical consideration of what is the knowledge-base for ECEC, how it is formed, legitimised and applied. Drawing on Bernstein contributes to the debates on professionalism through providing a model for the ECEC knowledge-base that identifies multiple forms of knowledge, representing both theoretical and experiential knowledge. Theoretical knowledge has strong boundaries that provides legitimacy. However, whilst the social origins of experiential knowledge offers legitimacy, it requires greater articulation and scrutiny.  相似文献   

15.
This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.  相似文献   

16.
The globalisation of early childhood education and care (ECEC) has resulted in increased scrutiny of ECEC services, including pedagogical approaches and how best to prepare the ECEC workforce. Child-centred practice has come to epitomise ECEC pedagogy, but questions remain as to what is child-centred and how a member of the workforce becomes child-centred. Hungary represents a particular reading of child-centred practice, based on a construct of a child-loving adult. Questionnaire data illustrates support amongst Hungarian pedagogues for the importance of love in ECEC in support of a relational approach to working with children. However, observation and interview data from students indicates that the child-loving, child-centred ideal is both a weakly classified construct and that training and assessment practices create contradictory messages as to its meaning amongst students. The study has implications for how ECEC pedagogical ideals area realised in initial training and interpretations of child-centred practice.  相似文献   

17.
Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.  相似文献   

18.
The pedagogical documentation of educational processes in Early Childhood Education and Care (ECEC) centres is an important concern of early childhood education. Its purpose is to make learning visible and to stimulate discussion between educators and parents. In the academic discourse, however, pedagogical documentation is subject to differing interpretations: while some authors see it as a practice that supports the learning processes of children, along the lines of a ‘pedagogy of listening’, others regard it as a tool for the assessment of skill development. Against this background, the present article examines how these different understandings of documentation are implemented in pedagogical practice in German ECEC centres. On the basis of an empirical investigation with 40 case studies, it can be shown that pedagogical documentation is primarily seen as an assessment tool in Germany. Four types of facility could be identified, each representing a particular style of documentation; for example, specific motivations, functions and practices of implementation can be distinguished.  相似文献   

19.
The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model.  相似文献   

20.
Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.  相似文献   

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