Abstract/Notes: Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.

Language: English

DOI: 10.1002/berj.3708

ISSN: 0141-1926, 1469-3518

Abstract/Notes: Two waves of reform have been conducted in China since the 1980s to transform its early childhood curriculum into a Western-style, progressive model. Western curricula and programs such as the Montessori method, the project approach, the Reggio Emilia method, and the high/scope method have been imported and adopted all over the country. But the top-down reforms and these “imported” ideas have been challenged by scholars and practitioners. Aiming to understand how practices in kindergartens measure up with the reform objectives, the present study investigated the teachers’ beliefs and practices in five Shenzhen kindergartens’ literacy instruction. Altogether, ten early childhood classrooms were observed for one school week, and the ten classroom teachers were interviewed about the observed Chinese teaching practices. The teachers and teaching assistants of the ten classes (N = 20) were also surveyed about their teaching beliefs and practices. The results indicated a remarkable belief-practice gap as well as a policy-practice gap. Most of the curriculum reform ideas were expressed by the teachers in their self-reported beliefs but had not been implemented in their teaching practice. The traditional Chinese model with the teacher directing the whole-class session was still dominating. Slight differences were also found among the ten classes, which reflect the cascading effects of curriculum reform. These findings suggest that curriculum reforms should take into consideration the culture, language, teachers, parents, resources available, and the prevailing education system.

Language: English

DOI: 10.2753/CED1061-1932440601

ISSN: 1061-1932, 1944-7119

Abstract/Notes: Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whariki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies were constructed in three different settings: a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. This article concerns one of these settings and discusses the first day back at the Montessori casa after a two-week break. The concept of everyday spirituality is introduced and three narratives retell moments of everyday spirituality that occurred throughout the day. Three themes are addressed in some detail. The discussion is informed by Derrida's notion of hospitality and by different perspectives about the role of spirituality in educational contexts.

Language: English

DOI: 10.2304/ciec.2007.8.4.344

ISSN: 1463-9491

Language: English

ISSN: 1058-1634

Abstract/Notes: Korean culture has been changing rapidly in recent years, yet traditional elements of the culture are still valued. Korean culture is still concerned with ethics, filial piety and loyalty, propriety, and different gender roles. Its culture has also been influenced by the rapid industrialization and urbanization of Korea and the changing family and social structure. Both of these cultural trends are reflected in the Korean kindergarten curriculum.

Language: English

DOI: 10.1080/0300443961230112

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Culture and child development have been seen as two separate sources of early childhood curriculum. Essentially they are closely related, since culture heavily influences development. We can see the influence of culture on development. In looking at programs of early childhood education from different countries, we can also see how the culture of each country influences the content of the early childhood curriculum.

Language: English

DOI: 10.1080/0300443961230101

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Nursery school education blossomed in the twentieth century under the influence of the Fröbel and Montessori methods. The education provided in kindergartens has been strongly child‐centered and preparation for primary school did not really enter into the picture. A gulf opened up between nursery and primary schools which the 1985 Primary Education Act aimed to close, by combining the two types of school in a single primary school for 4‐12 year‐olds. The integration brought about a great deal of unrest. Pre‐school education was a new development which came on to the scene in the nineteen sixties. Recently the Ministries of Welfare and Education have adopted a joint policy conducting experiments with a curriculum for 3‐6 year‐olds. The problems presented by immigrant children is a central issue here. The starting point is an acceptance of cultural diversity, education of the individual within a common binding framework.

Language: English

DOI: 10.1080/0300443961230102

ISSN: 0300-4430, 1476-8275

Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Language: English

ISSN: 0017-8055, 1943-5045