共查询到20条相似文献，搜索用时 31 毫秒
1.
《Educational Philosophy and Theory》2013,45(3):289-299
An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. 相似文献
2.
Early years curriculum: funds of knowledge as a conceptual framework for children’s interests 总被引：1，自引：1，他引：0
Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment. 相似文献
3.
Alison Jones 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):321-334
How did early childhood education become “risky” for children and teachers? This paper takes a series of booklets written in the 1990s as a case study of the entry of official anxiety about sexual abuse in early childhood centres in New Zealand. I argue that these documents provided a basis for policy development which reflects risk anxiety rather than a proper, informed appraisal of any real dangers to children in early childhood education in New Zealand; in addition, the documents legitimate unprecedented ongoing (self‐)regulation of teachers' practices, regulation about which critical questions cannot be asked without being understood as “denial” of abuse. It is concluded that the original documents, and the policies they engender, have had the negative and illegitimate effect of producing “risk of abuse” as a normal aspect of contemporary early childhood education. 相似文献
4.
Critical psychologies of disability: boundaries,borders and bodies in the lives of disabled children
Attending to the ways in which bodies and subjectivities are constituted in social environments is not simply a concern of social geographers but an emerging interest in critical psychology, childhood and disability studies. Boundaries and borders are nothing if not the different relational and durational articulations of bodies and spaces. These entangled boundaries include borders between parent and child; culture and body; school, family and child. Through analysing the ways in which these borderlines are continually re-composed and re-constituted, we are able to reveal their relational and embodied articulations. In previous works, we have explored the ways in which disabled children disrupt normative orders associated with school, family and community. In this paper, we take up the concepts of boundaries and borders to explore their relational and embodied articulations with specific reference to stories collected as part of an ESRC project entitled ‘Does every child matter, Post-Blair: the interconnections of disabled childhoods’. We ask, how do disabled children negotiate space in their lives? In what ways do they challenge space through their borders and boundaries with others? How can we re-imagine, re-think and differently practice – that is revolutionise – key borders and boundaries of education in ways that affirm the lives of disabled children? We address these questions through reference to the narrative from the Derbyshire family, with particular focus on Hannah and her mother Linda, which we argue allow us to consider the ways in which disabled childhoods can be understood and reimagined. We explore two analytical considerations; ‘Being disabled: being mugged’ and ‘Becoming enabled: teacups, saucers and communities’. 相似文献
5.
Kerry Purdue Diane Gordon‐Burns Alexandra Gunn Barbara Madden Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education. 相似文献
6.
A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children’s thinking and understandings related to children’s own interests and motivations during thoughtful pedagogical interactions that arise from play. This paper draws on findings from a qualitative case study in Aotearoa, New Zealand where teachers used their professional expertise to engage with children’s thinking and understandings. We analyse the professional knowledge, strategies and skills teachers brought to these relational and play-based interactions. We offer new conceptualising of teaching in highlighting the need to position a sophisticated blending of play, learning and teaching within participatory and relational pedagogies as a core practice of early childhood education. Further, we argue that two constructs – everyday and scientific concepts, and the zone of proximal development – position theoretically ways in which teachers’ knowledge, expertise and engagement might contribute to these ‘in the moment’ rich, thoughtful understandings of what we term relational play-based pedagogy. 相似文献
7.
The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered. 相似文献
8.
International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named ‘dispositions’ and ‘working theories’. These constructs are complex notions that require interpretation by researchers and teachers in order to be recognised as outcomes by those with a vested interest in children's education: parents and policy-makers. This paper engages with the construct of working theories. It explains its genesis and outlines research activity thus far. The paper draws on findings from a two-year qualitative research project exploring children's interests, inquiries and working theories. The paper analyses two vignettes of working theories into mutually constitutive components of knowledge, skills and strategies, and attitudes and expectations. It argues that deconstructing working theories into elements able to be recognised by those outside early childhood education provides a way to demystify these innovative outcomes. Such scrutiny may assist parents and policy-makers to understand ways that the learning they value is present in the early years. Further, holistic outcomes are responsive to research and scholarship on appropriate pedagogy that encourages children to develop identities as learners, identities critical to living in the twenty-first century. 相似文献
9.
This article offers a critique of what has become known as ‘inclusive education’ under the New Labour administration. The initial impetus for the article was a research project designed to ascertain the impact of the ‘presumption of mainstreaming’ contained in Section 15 of the Standards in Scotland’s Schools etc. Act 2000. This stipulates that the needs of disabled children and others with ‘additional support needs’ should be met in mainstream schools. The authors reflect on the implications of this change in terminology, and examine the consequences of the attendant ‘disappearance of disability’. They also explore how ‘inclusion’ became a largely self‐referential concept that has generally failed to attract critical scrutiny. The authors argue that a highly politicised and ideologically‐charged ‘mission inclusion’ has had the unfortunate effect of tightening the boundaries between ‘us’ and ‘them’. This, they argue, is demonstrated by the emergence of a significant new ‘‐ism’—disabilism—at a time when inclusion was already firmly embedded in New Labour policy. 相似文献
Take me to the station
And put me on a train
I’ve got no expectation
To pass through here again.
Mick Jagger and Keith Richards, 1968, from the album Beggars Banquet
10.
Iris Duhn 《Environmental Education Research》2012,18(1):19-29
Culturally, childhood is often understood as a time of innocence which can mean that issues such as ecological sustainability are considered too problematic for early childhood practice. By drawing on findings from a research project that focused on issues of ecological sustainability in early childhood centres in New Zealand from Western and indigenous perspectives, this article contributes a critical perspective of ecological sustainability as an educational issue in early childhood education (ECE). The article falls into two parts: the first section gives an overview of some of the conceptual and theoretical issues that underpin critical perspectives of childhood, and provides a context for current global ECE discourse, while the second section introduces the research project and discusses the intersections of ‘local’ and ‘global’ in light of teachers’ emerging ‘pedagogies of place’. The intent is to demonstrate that critical engagement with such complex global issues as ecological sustainability generates spaces for new understandings of how ECE can contribute to theory and practice of education for sustainability. 相似文献
11.
Judith Duncan Chris Bowden Anne B. Smith 《International Journal of Early Years Education》2006,14(1):1-13
Parental support has been an increasingly essential part of New Zealand early childhood (EC) education services over the last 20 years. This support has taken many shapes and forms over this time period, and has depended on the differing philosophies of the EC education services. What this support ‘looks like’ and how it is delivered is directly connected to the goals and aims of these services. This paper will discuss the results from a small qualitative study that looked at how three New Zealand EC centres—two kindergartens and one child care centre—supported family resilience; that is, the ability of an individual and family to ‘cope’ with and ‘recover’ from significant adversity or stress, in ways that are not only effective but may result in increased ability to ‘respond’ to and ‘protect’ their families from future adversity. From semi‐structured interviews with teachers, parents, and family support services associated with each of the three centres, the concept of planned parent education programmes, as meaningful support, is re‐examined in the light of the ideas of a ‘gossip’ or a ‘good yack’. This research was funded by the New Zealand Ministry of Social Development. 相似文献
12.
Mathias Urban 《European Journal of Education》2015,50(3):293-306
In this article, I offer a critical enquiry into the landscape of European and international policy approaches and strategies towards young children, their families and communities in a rapidly changing global context. Early childhood has attracted unprecedented attention among policy makers and international bodies in the last two decades. The apparent consensus about the ‘need to increase participation in early childhood education and care’ has been framed mainly by a ‘human capital’ discourse that promises high returns on investment in early intervention, and social cohesion through increased educational achievement. While members of the early childhood research and practice community have welcomed (or actively contributed to) this argument in order to raise visibility and support, questions arise whether policies and practices grounded in this logic are appropriate and make a difference in the lives of children and families, especially those from marginalised backgrounds. Drawing on experiences from recent European and international research projects, this article argues that early childhood policies that aim at ‘closing the gap’ between children from marginalised and dominant groups in society are grounded in a logic of integration and assimilation into an assumed normality that no longer exists. Instead, marginalisation, hyper-diversity, inequality and fragmentation have become the defining feature of all societies. Against this background, the article explores possibilities and strategies for developing ‘competent systems’ for all children, families and communities that are based on democratic practices, recognition and affirmation. 相似文献
13.
The era of New Labour government has witnessed unprecedented growth in inclusive education policies. There is, however, limited evidence that policies have increased disabled children’s inclusion. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on inclusive education take their cues from wider neo‐liberal constructions of social exclusion; ideas that point to the personal deficits of the excluded rather than social barriers and inequalities that systematically exclude. Increasingly narrow definitions of educational success are likely to add to this exclusion. This mirrors New Labour’s broader social inclusion agenda in emphasising ‘conditional’ inclusion and an increasingly utilitarian approach to social policy. New Labour, it is argued, needs to review the lessons of history in reducing disabled children’s educational exclusion if real progress is to be made. Warnock’s recent attack on the principle of inclusive education makes this review all the more urgent. 相似文献
14.
Judith Loveridge Stephanie Doyle Niusila Faamanatu-Eteuati 《British Journal of Sociology of Education》2018,39(3):333-347
There is substantial research about international postgraduate students but little research about their experiences as parents or their children’s experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural understandings of learning and post-structuralist understandings of identity, revealed emotional complexities, stress and transformation as parents and children made many transitions. Parents wanted their own culture respected and their host culture decoded. Families experienced tensions around the use of home and host languages as they juggled children’s present and future linguistic needs. Supporting international students in their family identity has positive effects for them, their children and their doctoral studies, and hence for universities. Further research about the experiences of international students who are parents and of their children could assist in the formulation of policies to effect such support. 相似文献
15.
Children’s interests are a common foundation for early childhood curricula. Yet, little research is available about the fundamental nature of children’s interests and analytical ways to recognize and engage with these. Early work on children’s interests adopted a psychological perspective and associated interests with activity choices. Recent work has taken a sociocultural perspective, arguing that more analytical interpretations of children’s interests can occur through a deeper understanding of children’s funds of knowledge from their lives in their families and communities, and their inquiries that result. This paper draws on a qualitative, interpretivist study in two early childhood centres in Aotearoa New Zealand to extend this work and argue that children’s ‘real questions’ are the fundamental source of their interests. The interpretations presented of children’s questions also challenge earlier psychological research that suggested children cannot imagine their future selves until late in the early childhood period. A revised continuum of children’s interests and examples of interpretations of children’s real questions are proffered for further consideration in other early childhood contexts. Further, the paper argues that interests-based curriculum is justifiable in the early years through likely leading to a range of long-term outcomes valued by societies. 相似文献
16.
《Educational Philosophy and Theory》2013,45(6):739-746
In his 2007 PESA keynote address, Paul Smeyers discussed the increasing regulation of child‐rearing through government intervention and the generation of ‘experts’, citing particular examples from Europe where cases of childhood obesity and parental neglect have stirred public opinion and political debate. In his paper (‘Child‐Rearing: On government intervention and the discourse of experts’, this issue), Smeyers touches on a number of tensions before concluding that child‐rearing qualifies as a practice in which liberal governments should be reluctant to intervene. In response, I draw on recent experiences in Australia and argue that certain tragic events of late are the result of an ethical, moral and social vacuum in which these tensions coalesce. While I agree with Smeyers that governments should be reluctant to ‘intervene’ in the private domain of the family, I argue that there is a difference between intervention and support. In concluding, I maintain that if certain Western liberal democracies did a more comprehensive job of supporting children and their families through active social investment in primary school education, then schools would be better equipped to deal with the challenges they now face. 相似文献
17.
Sue Cherrington 《Early Years: An International Journal of Research and Development》2018,38(3):316-332
This article reports a multiple-case study project into early childhood teachers’ thinking and reflection on their teaching interactions with children in three New Zealand early childhood education centres. Using stimulated-recall interviews, teaching teams viewed video-recorded episodes of their teaching and discussed their thinking and reflections, during and after the episodes. Key findings included teachers’ emphasis in their thinking and reflection on children in comparison to their teaching intentions, beliefs and practices. The article concludes by presenting a model for understanding New Zealand early childhood teachers’ thinking and reflections on teaching and learning and the implications for practice emerging from this research. 相似文献
18.
Susan Edwards Helen Skouteris Amy Cutter-Mackenzie Leonie Rutherford Mandy O’Conner Ana Mantilla 《Early Years: An International Journal of Research and Development》2016,36(1):33-50
Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices. 相似文献
19.
Jenny Ritchie 《International Journal of Early Years Education》1996,4(1):65-84
An awareness of racism and anti‐racism strategies for educators are important aspects to be included in pre‐service early childhood teacher education. This paper provides a case‐study of the approach adopted by the Centre for Early Childhood Care and Education, University of Waikato, Hamilton, New Zealand. Within this early childhood education programme, there is a focus on developing an awareness of racism and commitment to anti‐ racism in early childhood students. This paper outlines the historical background to ‘biculturalism’ in Aotearoa/New Zealand, followed by policy statements at various institutional levels, and then discusses pedagogical considerations in implementing a commitment to anti‐racism in pre‐service early childhood teacher education. 相似文献
20.
Janet Moles 《Gender and education》2014,26(2):168-179
The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery. 相似文献