Language: English

ISSN: 1071-6246

Abstract/Notes: This article situations the Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.

Language: English

DOI: 10.1177/183693911303800416

ISSN: 1836-9391, 1839-5961

Abstract/Notes: The aim of this article is to synthesise the results of a qualitative study on Montessori early childhood education teachers in Poland regarding the concept of meanings given to instability, chaos and change in their professional everyday life. The research was conducted among a group of thirty-five women working in kindergartens and primary schools using an individual, qualitative, semi-structured research interview, transcribed and analysed according to the procedure of phenomenography. The analysis of the outcome space made it possible to identify and describe three categories: I) change and instability as unbearable stressors, II) far from change and instability as something that is far away, III) change and instability as natural conditions for individual and organisational learning. The first category is related to conceptions of meaning that thematise instability as, something that is permanently experienced and, at the same time, something that ideally should not be experienced. This instability is primarily associated with authoritarian management styles and paternalistic treatment of teachers by employers and/or parents of children. Within the second category are narratives illustrating working conditions away from change and instability provided by the strong personalities of head teachers and authoritarian management. The third category refers to change and instability as a natural condition of the world. From this perspective, not only are they not negative, but quite the opposite. Instability and change provide opportunities for learning and at both individual and organisational levels.

Language: English

DOI: 10.17951/pe.2023.7.39-48

ISSN: 2657-3229, 2544-2317

Language: English

Language: English

Abstract/Notes: Preschool education programs jointly focus on supporting the child's physical, mental, emotional, and social development; and helping them know themselves by gaining self-control. The preschool period is also the beginning of the process in which children aged 0-6 begin to socialize with other children and adults. How this socialization and knowledge transfer will occur varies according to the approaches used in preschool education. The division of the learning environment into functions and the provision of the environment need to be expected from each function, with furniture and other elements become as important as the learning approach. The interior and furniture needs, which change according to the focus of the educational approach, form the essence of this study. Within the scope of the study, four different educational approaches and educational environment expectations were examined. These approaches were determined as Montessori, Reggio Emilia, HighScope, and Waldorf, and the educational philosophy of each approach and the changing spaces and furniture were evaluated.

Language: English

Published: Hershey, Pennsylvania: Information Science Reference, 2023

ISBN: 978-1-66846-377-2 1-66846-376-8 978-1-66846-377-2 978-1-66846-380-2

Language: English

ISSN: 1064-7317

Abstract/Notes: Cet article présente une expérience menée au sein d’une école maternelle en France, dans une petite commune rurale. Il vise à mettre en avant la notion de paysage apprenant. Il s’agit d’une démarche éducative où nous nous interrogeons sur le paysage en tant que support et sujet et en quoi il peut devenir un outil pédagogique, mobilisé dans et hors les murs de l’école afin que les d’enfants, à partir de 2ans et demi, se familiarisent progressivement avec une manière d’apprendre spécifique. Pour cela, nous avons mise en œuvre une série d’activités et d’expériences à leur portée, combinant des approches réflexives et sensibles. Notre hypothèse est que mobiliser les apprentissages pluridisciplinaires autour de l’analyse de portions d’espaces, alternativement dans et au-dehors de la classe et comme support et médium, facilite la compréhension de la nature et du paysage du quotidien des enfants. Les principaux résultats de cette démarche pédagogique portent sur le développement des compétences des tout petits à appréhender leur territoire quotidien, mais aussi à agir autrement sur celui-ci. Mots clés : paysage apprenant, démarche pédagogique, école maternelle   Riassunto Questo articolo presenta un esperimento condotto in una scuola materna in Francia, in un piccolo paese rurale. Si propone di evidenziare la nozione di paesaggio dell'apprendimento. Si tratta di un approccio educativo in cui ci si interroga sul paesaggio come supporto e soggetto e come possa diventare uno strumento educativo, mobilitato dentro e fuori le mura della scuola affinché i bambini, a partire dai 2 anni e mezzo, acquisiscano gradualmente familiarità con una modalità specifica di apprendimento. Per questo, abbiamo implementato una serie di attività ed esperienze alla loro portata, combinando approcci riflessivi e sensibili. La nostra ipotesi è che mobilitare l'apprendimento multidisciplinare attorno all'analisi di porzioni di spazi, alternativamente dentro e fuori l'aula e come supporto e medium, faciliti la comprensione della natura e del paesaggio della vita quotidiana dei bambini. I principali risultati di questo approccio pedagogico riguardano lo sviluppo delle capacità dei bambini molto piccoli di comprendere il proprio territorio quotidiano, ma anche di agire in modo diverso su di esso. Parole chiavi: paesaggio dell'apprendimento , approccio pedagogico , scuola materna   Abstract This article presents an experiment conducted in a nursery school, in a small rural area of France. It aims to describe the idea of a learning landscape. This is an educational approach where we question the landscapes as a research subject, and how it can become an educational tool, inside and outside the school's premises, so that children, from two and a half onwards, can gradually familiarise themselves with a specific way of learning. To achieve this, we have set up a series of activities and experiments, combining reflexive and sensitive approaches. Our hypothesis is that combining multidisciplinary learning about spatial awareness, both inside and outside the classroom, facilitates the understanding of the nature and landscapes of a child's daily life. The main results of this pedagogical approach relate to the development of skills of toddlers to understand their day-to-day surroundings, as well as acting differently towards them. Keywords : learning landscape, educational method, nursery school

Language: English

DOI: 10.36253/contest-13470

ISSN: 2035-5300

Language: English

DOI: 10.1002/sce.3730750204

ISSN: 1098-237X

Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.

Language: English

DOI: 10.1080/17405629.2011.571841

ISSN: 1740-5610, 1740-5629