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  Subjects -> EDUCATION (Total: 1603 journals)
    - ADULT EDUCATION (23 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (20 journals)
    - EDUCATION (1344 journals)
    - HIGHER EDUCATION (102 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (26 journals)
    - SCHOOL ORGANIZATION (10 journals)
    - SPECIAL EDUCATION AND REHABILITATION (32 journals)
    - TEACHING METHODS AND CURRICULUM (34 journals)

EDUCATION (1344 journals)            First | 1 2 3 4 5 6 7 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal on School Disaffection     Full-text available via subscription  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 6)
International Review of Economics Education     Hybrid Journal  
International Review of Education     Hybrid Journal   (Followers: 9)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 41)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 22)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 16)
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal  
Investigaciones Sobre Lectura     Open Access  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 1)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 3)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 6)
Journal of Academic Ethics     Hybrid Journal   (Followers: 3)
Journal of Academy of Dental Education     Hybrid Journal  
Journal of Access Policy and Practice     Full-text available via subscription  
Journal of Accounting Education     Hybrid Journal   (Followers: 3)
Journal of Adolescent & Adult Literacy     Full-text available via subscription   (Followers: 7)
Journal of Adult Development     Hybrid Journal   (Followers: 6)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 6)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 6)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 2)
Journal of Agricultural Education and Extension, The     Hybrid Journal   (Followers: 3)
Journal of Appreciative Education     Open Access  
Journal of Architectural Education     Hybrid Journal   (Followers: 7)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription  
Journal of Attention Disorders     Hybrid Journal   (Followers: 2)
Journal of Behavioral Education     Hybrid Journal   (Followers: 3)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 6)
Journal of Biological Education     Hybrid Journal   (Followers: 1)
Journal of Business Ethics Education     Full-text available via subscription  
Journal of Case Studies     Open Access   (Followers: 1)
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 5)
Journal of Chemical Education     Full-text available via subscription   (Followers: 20)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 4)
Journal of Cognitive Education and Psychology     Full-text available via subscription   (Followers: 6)
Journal of College Student Development     Full-text available via subscription   (Followers: 7)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 1)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 4)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 12)
Journal of Contemporary Integrative Ideas     Open Access   (Followers: 1)
Journal of Contemporary Medical Education     Open Access   (Followers: 8)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 3)
Journal of Creative Behavior     Hybrid Journal   (Followers: 8)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 5)
Journal of Curriculum and Instruction     Open Access   (Followers: 4)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 4)
Journal of Curriculum and Teaching     Open Access  
Journal of Curriculum Studies     Hybrid Journal   (Followers: 12)
Journal of Curriculum Theorizing     Open Access   (Followers: 1)
Journal of Dance Education     Hybrid Journal   (Followers: 3)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 7)
Journal of Dental Education     Full-text available via subscription   (Followers: 1)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 8)
Journal of Distance Learning     Full-text available via subscription   (Followers: 17)
Journal of Diversity in Higher Education     Full-text available via subscription   (Followers: 13)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 10)
Journal of Early Intervention     Hybrid Journal   (Followers: 4)
Journal of Economic Education     Hybrid Journal   (Followers: 5)
Journal of Economic Education     Open Access  
Journal of Economics and Economic Education Research     Full-text available via subscription   (Followers: 2)
Journal of Education and e-Learning Research     Open Access   (Followers: 4)
Journal of Education and Learning     Open Access   (Followers: 9)
Journal of Education and Learning     Open Access   (Followers: 1)
Journal of Education and Practice     Open Access   (Followers: 12)
Journal of Education and Research     Open Access   (Followers: 2)
Journal of Education and Training     Open Access   (Followers: 1)
Journal of Education and Training Studies     Open Access   (Followers: 1)
Journal of Education and Work     Hybrid Journal   (Followers: 10)
Journal of Education Finance     Full-text available via subscription  
Journal of Education for Business     Hybrid Journal  
Journal of Education for Students Placed at Risk (JESPAR)     Hybrid Journal   (Followers: 2)
Journal of Education for Sustainable Development     Hybrid Journal   (Followers: 7)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 13)
Journal of Education in New Century     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 15)
Journal of Educational Administration     Hybrid Journal   (Followers: 4)
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational and Developmental Psychology     Open Access   (Followers: 12)
Journal of Educational and Psychological Consultation     Hybrid Journal  
Journal of Educational Change     Hybrid Journal   (Followers: 7)
Journal of Educational Computing Research     Full-text available via subscription   (Followers: 9)
Journal of Educational Development     Open Access  
Journal of Educational Issues     Open Access  
Journal of Educational Leadership, Policy and Practice     Full-text available via subscription   (Followers: 13)
Journal of Educational Measurement     Hybrid Journal   (Followers: 2)
Journal of Educational Research     Hybrid Journal   (Followers: 18)
Journal of Educational Research and Evaluation     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 6)
Journal of Educational Studies     Full-text available via subscription   (Followers: 1)
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 33)
Journal of Edugeography     Open Access  
Journal of Elementary Science Education     Hybrid Journal   (Followers: 8)
Journal of Emerging Trends in Educational Research and Policy Studies     Full-text available via subscription  
Journal of Emotional and Behavioral Disorders     Hybrid Journal   (Followers: 1)
Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Journal of English and Arabic Language Teaching     Open Access  
Journal of English for Academic Purposes     Hybrid Journal   (Followers: 9)
Journal of Entrepreneurship Education     Full-text available via subscription   (Followers: 2)
Journal of Environmental Education     Hybrid Journal   (Followers: 5)
Journal of European CME     Open Access  
Journal of Executive Education     Open Access  
Journal of Experiential Education     Hybrid Journal   (Followers: 1)
Journal of Experimental Education     Full-text available via subscription   (Followers: 3)
Journal of Extension     Free   (Followers: 2)
Journal of Faculty Development     Full-text available via subscription   (Followers: 4)
Journal of Further and Higher Education     Hybrid Journal   (Followers: 26)
Journal of Gay & Lesbian Issues in Education     Hybrid Journal   (Followers: 6)
Journal of General Education     Full-text available via subscription   (Followers: 2)
Journal of Geography in Higher Education     Hybrid Journal   (Followers: 8)
Journal of Global Citizenship & Equity Education     Open Access   (Followers: 1)
Journal of Health Education Teaching Techniques     Full-text available via subscription   (Followers: 2)
Journal of Higher Education Outreach and Engagement     Open Access   (Followers: 10)
Journal of Higher Education Policy and Management     Hybrid Journal   (Followers: 23)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 29)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 4)
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 4)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Information Technology and Application in Education     Open Access   (Followers: 13)
Journal of Inquiry and Action in Education     Open Access   (Followers: 2)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 29)
Journal of Interactive Media in Education     Open Access   (Followers: 5)
Journal of International Academic Research     Open Access   (Followers: 2)
Journal of International Education in Business     Hybrid Journal   (Followers: 2)
Journal of International Education Research     Open Access   (Followers: 6)
Journal of International Mobility     Full-text available via subscription   (Followers: 1)
Journal of Language and Cultural Education     Open Access   (Followers: 1)
Journal of Language Identity & Education     Hybrid Journal   (Followers: 10)
Journal of Latinos and Education     Hybrid Journal   (Followers: 2)
Journal of Law and Education     Full-text available via subscription   (Followers: 8)
Journal of Learning Analytics     Open Access   (Followers: 3)
Journal of Learning Disabilities     Hybrid Journal   (Followers: 21)
Journal of Learning Spaces     Open Access   (Followers: 9)
Journal of Legal Education     Open Access   (Followers: 4)
Journal of Legal Studies Education     Hybrid Journal   (Followers: 8)
Journal of Library & Information Services in Distance Learning     Hybrid Journal   (Followers: 145)
Journal of Machine Learning Research     Open Access   (Followers: 21)
Journal of Marketing Education     Hybrid Journal   (Followers: 6)
Journal of Marketing for Higher Education     Hybrid Journal   (Followers: 11)
Journal of Mathematics Teacher Education     Hybrid Journal   (Followers: 13)
Journal of Media Law     Hybrid Journal   (Followers: 7)
Journal of Media Literacy Education     Open Access   (Followers: 1)
Journal of Mixed Methods Research     Hybrid Journal   (Followers: 24)
Journal of Moral Education     Hybrid Journal   (Followers: 6)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 5)
Journal of Multilingual and Multicultural Development     Hybrid Journal   (Followers: 12)
Journal of Museum Education     Hybrid Journal   (Followers: 17)
Journal of Music Teacher Education     Hybrid Journal   (Followers: 8)
Journal of Nano Education     Full-text available via subscription  
Journal of NELTA     Open Access   (Followers: 2)
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 6)
Journal of Nursing Education     Full-text available via subscription   (Followers: 11)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 20)
Journal of Online Learning and Teaching     Open Access   (Followers: 26)
Journal of Outdoor Recreation, Education, and Leadership     Full-text available via subscription   (Followers: 8)
Journal of Pedagogy     Open Access   (Followers: 7)
Journal of Peer Learning     Open Access   (Followers: 5)
Journal of Philosophy of Education     Hybrid Journal   (Followers: 13)
Journal of Physical Education and Sports     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 12)
Journal of Political Science Education     Hybrid Journal   (Followers: 8)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 3)
Journal of Pre-College Engineering Education Research     Open Access  
Journal of Primary Education     Open Access   (Followers: 2)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 2)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education in Indian Medicine     Open Access   (Followers: 1)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 4)
Journal of Research in International Education     Hybrid Journal   (Followers: 9)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 6)
Journal of Research in Music Education     Hybrid Journal   (Followers: 8)
Journal of Research In Reading     Hybrid Journal   (Followers: 11)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 13)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 4)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 6)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 5)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 9)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 7)
Journal of Research Practice     Open Access   (Followers: 27)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 7)
Journal of School Violence     Hybrid Journal   (Followers: 7)
Journal of Science and Sustainable Development     Full-text available via subscription   (Followers: 1)
Journal of Science and Technology of the Arts     Open Access   (Followers: 2)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 16)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 1)
Journal of Science Teacher Education     Hybrid Journal   (Followers: 17)

  First | 1 2 3 4 5 6 7 | Last

Journal Cover International Journal of Early Childhood
  [SJR: 0.295]   [H-I: 8]   [5 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
   Published by Springer-Verlag Homepage  [2335 journals]
  • Creative Inspiration for Preschoolers from Museums
    • Authors: Marja-Leena Rönkkö; Juli-Anna Aerila; Satu Grönman
      Pages: 17 - 32
      Abstract: Abstract This research explores the learning outcomes of preschool children produced through visits to an historic house museum environment. The new Finnish preschool curriculum identifies the importance of arts-based approaches for children and that these approaches should be closely aligned to experiential and holistic education. The aim of the research was to explore the significance of the museum environment to preschoolers and their creative activities as a result of experiences at the museum. The research data were collected across 4 days with 16 preschool children. The empirical data stemmed from tasks which included follow-up stories, drawings based on the stories, craft designs, craft products, and video recordings of the activities in the historic house museum environment and at school. The research data were supported by semi-structured interviews that illuminated children’s perspectives on the project. The qualitative data were analyzed using a framework that took account of the compulsory, optional, and free properties of the follow-up stories and craft products. The historic house museum environment was connected to children’s creative actions to give them ideas for their stories and craft products. The holistic learning process described in this study appeared to benefit the construction of learning in a child-centered way that grounded children’s understanding. The research contributes to greater understanding about how arts-based and creative learning activities can be implemented with preschool children in different environments.
      PubDate: 2016-03-12
      DOI: 10.1007/s13158-016-0159-z
      Issue No: Vol. 48, No. 1 (2016)
       
  • Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis
           of International Studies
    • Authors: Harriet J. Vermeer; Marinus H. van IJzendoorn; Rodrigo A. Cárcamo; Linda J. Harrison
      Pages: 33 - 60
      Abstract: Abstract The current study provides a systematic examination of child care quality around the globe, using the Environment Rating Scales (ERS). Additional goals of this study are to examine associations between ERS process quality and structural features (group size, caregiver–child ratio) that underpin quality and between ERS and more proximal aspects of child care quality (caregiver sensitivity). Furthermore, we consider possible differences in ERS associations arising from scale characteristics (infant vs early childhood version, original version vs revised scale, full version vs shortened version). The reported meta-analysis combines results of ERS child care quality reported in 72 studies from 23 countries across five international geographic regions. Group center care appeared to be of average quality with higher quality levels in Australia/New Zealand and North America. Our results suggest that: (1) ERS characteristics are not associated with differences in ERS scores and (2) ERS scores are related to indicators of proximal quality of care (caregiver sensitivity) and, to a lesser degree, structural quality of care (caregiver–child ratio). The meta-analysis provided cross-cultural comparisons on child care quality on a common instrument as a means to advance discussion on child care quality internationally.
      PubDate: 2016-01-08
      DOI: 10.1007/s13158-015-0154-9
      Issue No: Vol. 48, No. 1 (2016)
       
  • The Development of Reading Skills in Kindergarten Influence of Parental
           Beliefs About School Readiness, Family Activities, and Children’s
           Attitudes to School
    • Authors: Eunjoo Jung
      Pages: 61 - 78
      Abstract: Abstract Children’s early home learning experiences are important influences on children’s adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children’s attitudes to school as reported by parents, and children’s reading achievement in kindergarten. The analyses draw on data from 3309 children who participated in the Early Childhood Longitudinal Study of Kindergartners. The analyses use structural equation modeling to test the influence of parent and family influences, including sociodemographic variables on children’s attitudes to school and children’s reading achievement in the kindergarten year. Analyses revealed that parents’ readiness beliefs and family activities were significantly related to children’s reading skills. Family activities were related to children’s attitudes about school, but these attitudes were not related to the development of reading skills. The findings suggest that higher engagement in shared parent–child activities may be an important focus in intentional efforts aimed at enhancing early reading achievement. Early childhood educators and other family practitioners can encourage parents to participate in home activities with their children because these activities encourage language interactions which are important to the development of children’s literacy.
      PubDate: 2016-03-01
      DOI: 10.1007/s13158-016-0156-2
      Issue No: Vol. 48, No. 1 (2016)
       
  • Young Children as Active Citizens in Local Government: Possibilities and
           challenges from an Australian perspective
    • Authors: Clare Bartholomaeus; Carolyn Gregoric; Susan Krieg
      Pages: 79 - 93
      Abstract: Abstract Despite considerable research and discussion regarding children and young people’s rights and citizenship, the participation of young children in community decision-making is still limited. In this exploratory research, a case study is reported on how ideas about young children as active citizens are interpreted within one local government context. Data were collected and analysed from nine local government staff who completed an online survey. The survey focused on issues with respect to: services and programmes for young children; inclusion of young children in local government policies and plans; how local government defines active citizenship; how children could participate as active citizens; and an open-ended question regarding the avenues and possibilities for young children to express their opinions and be involved in local government decision-making. The findings suggested that while older children and adolescents may be involved in consultation processes, this local government did not have effective mechanisms for enabling young children to readily participate in their communities as active citizens. The conclusions offer some ideas about the possibilities for change. In particular, greater collaboration between local government and early childhood education programmes is important if young children are to be equipped and involved in the local government decisions affecting them.
      PubDate: 2016-03-04
      DOI: 10.1007/s13158-016-0158-0
      Issue No: Vol. 48, No. 1 (2016)
       
  • The Contribution of Support Teachers in Facilitating Children’s Peer
           Interactions
    • Authors: Siv Hillesøy
      Pages: 95 - 109
      Abstract: Abstract In the Nordic countries, policies for children, who require special educational assistance, emphasize that support should be provided within regular preschool settings. As one measure to facilitate these children’s participation in preschool activities, support teachers may be appointed. The present study explores how support teachers contribute to these children’s interaction with peers. Fieldwork was carried out in three Norwegian preschools that focused on children aged from 1 to 3 years who required special educational assistance. The analyses revealed that support teachers regularly intervened in the children’s activities and took action in various ways in order to facilitate children’s interactions with peers. From the analyses, support teachers’ approaches could be categorized, respectively, as child centred or group based. A child-centred orientation was found to be more likely to constrain peer interactions than a more group-based orientation which had less specific focus on the individual child. In this paper, two episodes from the research data representing these two international patterns are analysed and discussed. Support teachers may be more effective in enhancing peer interactions for children requiring special educational assistance if they become more aware of how their actions may constrain rather than facilitate interactions.
      PubDate: 2016-03-01
      DOI: 10.1007/s13158-016-0157-1
      Issue No: Vol. 48, No. 1 (2016)
       
  • Preschool Children’s Beliefs About the Acceptability of Relational
           and Physical Aggression
    • Authors: Cara S. Swit; Anne McMaugh; Wayne A. Warburton
      Pages: 111 - 127
      Abstract: Abstract This research examined differences in beliefs about the acceptability of aggression and behavioral responses to aggression of preschool-aged children. Two groups, identified from teacher ratings, participated in the research. One group of children exhibited relationally aggressive behaviors, and a comparison group was identified with non-aggressive behaviors. Children’s social skills were assessed through observations. Beliefs about the acceptability of aggression and behavioral responses to aggression were assessed using four vignettes presented with toy figures. Children were encouraged to use the figurines to verbalize or enact responses. Children’s responses were analyzed and could be categorized as problem-solving or aggressive responses. There were no significant differences between groups on beliefs about the acceptability of aggression. However, younger children held more accepting beliefs about aggression. The methodological technique identified that relationally aggressive children used more problem-solving and conflict resolution strategies compared to children in the comparison group. These findings have important implications for educators in recognizing that not all forms of aggression are associated with fewer prosocial problem-solving skills. Methodological techniques employed in this study are recommended for use in the delivery of intervention programs aimed at reducing aggressive behaviors of preschool children.
      PubDate: 2016-02-29
      DOI: 10.1007/s13158-016-0155-3
      Issue No: Vol. 48, No. 1 (2016)
       
  • 2015 Panel of Referees
    • Pages: 129 - 130
      PubDate: 2016-04-16
      DOI: 10.1007/s13158-016-0160-6
      Issue No: Vol. 48, No. 1 (2016)
       
  • Research Project Overview: Values Education in Nordic Preschools—Basis
           of Education for Tomorrow
    • Authors: Eva Johansson; Anna-Maija Puroila; Anette Emilson
      PubDate: 2016-08-08
      DOI: 10.1007/s13158-016-0169-x
       
  • Values Education in Nordic Preschools: Theory and Practice
    • Authors: Eva Johansson; Anna-Maija Puroila; Anette Emilson
      PubDate: 2016-08-01
      DOI: 10.1007/s13158-016-0168-y
       
  • Values Education in Nordic Preschools: A Commentary
    • Authors: Robert Thornberg
      Abstract: Abstract The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is identification of a need for a more professional language through which teachers can discuss how their values are expressed in teaching. This may enable teachers to become more explicit in how they work with values in preschool programs. Through professional discussions, preschool teachers can become more conscious and elaborative in their language as values educators. This is important because inevitably teachers are role models to children, no matter how aware they are of this role. This is demonstrated through the special issue papers in the importance that teachers place on developing caring, warm, and supportive relationships with children, as well as how they convey implicitly their values about democracy, rights, and gender in daily practice. A holistic approach to values education was also indicated as necessary because values education cannot be confined to explicit teaching of values and morality. Instead, values education needs to be viewed as lived relational phenomena in early childhood programs.
      PubDate: 2016-07-06
      DOI: 10.1007/s13158-016-0167-z
       
  • The Contribution of Different Patterns of Teachers’ Interactions to
           Young Children’s Experiences of Democratic Values During Play
    • Authors: Berit Zachrisen
      Abstract: Abstract Developing a sense of belonging and experiences about the value of community are important democratic values that children may learn during play in preschool. Through the different ways that teachers’ interact with children during play, children can learn about democratic values. This study is part of a Nordic project on values education in early childhood education and care settings and data from this project are used in the analyses. The data consisted of video observations from informal play situations in seven Norwegian preschools, with children aged from 18 to 36 months. The nature of practitioners’ interactions with the children was explored in the analyses. There were different ways that practitioners interacted during dyadic and group interactions, and they communicated different values about belonging and community. The findings showed that group interactions can safeguard children’s opportunities to experience democratic practices in a more comprehensive manner than are available to children in dyadic interactions. It is important that practitioners are aware how different ways of interacting with children in play situations, either in dyadic interactions or group interactions, may result in different values being conveyed to children about democracy.
      PubDate: 2016-06-08
      DOI: 10.1007/s13158-016-0166-0
       
  • Individual and Collective Rights Expressed in Educator and Child
           Interactions in Nordic Preschools
    • Authors: E. Johansson; A. Emilson; M. Röthle; A.-M. Puroila; S. Broström; J. Einarsdóttir
      Abstract: Abstract This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by educators or children. The research material consists of 25 video observations of conflicts in educator and child interactions in Nordic preschools. Jürgen Habermas’ concepts of strategic and communicative actions informed the interpretation of the communication of rights, and Bronwyn Davies’s idea of duality between femininity and masculinity informed the analyses of gender. The analyses revealed two kinds of rights: individual and collective rights. The individual rights were connected to the integrity of the person and, alternatively, to the institution. Collective rights were related to shared institutional rights. The governing of the children appeared as benevolent. The study displayed how masculinity was given hegemony in interactions on rights and how adaptation was directed toward girls, which required them to compromise and sometimes waive rights.
      PubDate: 2016-05-20
      DOI: 10.1007/s13158-016-0164-2
       
  • Interpreting Values in the Daily Practices of Nordic Preschools: A
           Cross-Cultural Analysis
    • Authors: Anna-Maija Puroila; Eva Johansson; Eila Estola; Anette Emilson; Johanna Einarsdóttir; Stig Broström
      Abstract: Abstract This study explored how practitioners interpreted educational practices from the perspective of values in Nordic preschools. Drawing data from group interviews in five Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), practitioners reflected on an observational episode about children dressing for outdoor play in a Swedish preschool. The research material consisted of extracts from group interviews in ten preschools (two from each Nordic country). The research questions included: How do values emerge in practitioners’ interpretations? What is the interpretive process like, especially in the context of cross-cultural research? The research material was analysed nationally and cross-nationally. Using Gadamer’s concept of horizons, the study examined how practitioners made sense of the dressing episode, including the horizons of the text that attracted the practitioners’ attention and the co-construction of interpretations in the group dialogues. The practitioners employed indirect means more often than direct means to express their values. The group interviews contained themes that were connected to caring, disciplinary, competence and democratic values. The study provided evidence that practitioners shared some core pedagogical ideas and values across Nordic preschools. Differences were apparent between individual practitioners and preschools rather than between the Nordic countries.
      PubDate: 2016-05-20
      DOI: 10.1007/s13158-016-0163-3
       
  • A Narrative Inquiry about Values in a Finnish Preschool: The Case of
           Traffic Lights
    • Authors: Jaana Juutinen; Elina Viljamaa
      Abstract: Abstract This research explored how values are communicated in everyday life at preschool. This narrative inquiry focused on how values are conveyed through the use of a material artefact, a chart with traffic lights, as a communication and pedagogical tool. Twenty children aged 3–4 years in one Finnish preschool were involved in the initial data collection, together with five practitioners. The initial research data consisted of observations and video records from activities in the preschool. On three subsequent occasions across an 18-month period, further reflective discussions were held with the same practitioners about using the traffic lights as a pedagogical tool. The findings highlighted that opposite values, like practitioners’ discipline and children’s right to participate, could be communicated around the same practice. Telling and retelling stories about everyday pedagogical work, such as use of the chart with traffic lights, made practitioners more aware about ethical aspects of early childhood education and also revealed something about their emotions and morality. While values statements are written into the curriculum, values in practice are constantly communicated through the social, cultural and the material environment.
      PubDate: 2016-05-19
      DOI: 10.1007/s13158-016-0165-1
       
  • Gender Beliefs and Embedded Gendered Values in Preschool
    • Authors: Anette Emilson; Anne-Mari Folkesson; Ingeborg Moqvist Lindberg
      Abstract: Abstract The aim of this study is to explore practitioners’ gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners’ talk when they discuss gender issues? The study is informed by Bronwyn Davies’ theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semi-structured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners’ gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on the one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child’s perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners’ awareness of their gendered practices in classrooms.
      PubDate: 2016-04-29
      DOI: 10.1007/s13158-016-0162-4
       
  • An Action Research Study in an Icelandic Preschool: Developing Consensus
           About Values and Values Education
    • Authors: Ingibjorg Sigurdardottir; Johanna Einarsdottir
      Abstract: Abstract Values education is embedded in the curricula of all the Nordic countries. However, values education remains a neglected area for research and practice in early childhood education and care. This article reports on the aspects of an action research project conducted in a preschool in Iceland, across a period of 18 months. The study focused on the nature of the values that the preschool teachers deemed as important to communicate to children and how they saw their own role in values education. Habermas’ theory of communicative action is the theoretical framework of the study. Data for this study were gathered in collaboration with the seven preschool teachers who participated in the study. The preschool teachers chose three values to focus on during the action research project: care, respect, and discipline. The data consisted of audio recordings from meetings, interviews, and journal writings. Thematic analysis was used to find themes and patterns in the data. Five themes were identified concerning the preschool teachers’ role in values education: being a good role model, use of language, discussion, guidance, and direction. The findings showed that the participating preschool teachers emphasized children’s participation and development of social skills. While these data were collected in just one Icelandic preschool, it appeared that the preschool teachers strongly valued mutual understanding and meaningful interactions with the children.
      PubDate: 2016-04-27
      DOI: 10.1007/s13158-016-0161-5
       
  • Rule Breaking in the Child Care Centre: Tensions for Children and Teachers
    • Authors: Margaret Brennan
      Pages: 1 - 15
      Abstract: Abstract Research suggests that young children transgress conventional rules in every culture and society. In this article, the argument is made that rule teaching and learning provide insight into how children learn to be part of a group. The research question addressed is, ‘Why do some children transgress the rules if their actions risk jeopardising valued group membership?’ A qualitative case study of a child who repeatedly challenged the rules in a child care setting is presented. Three vignettes are analysed and discussed. For the child, ‘rule learning’ becomes a public rather than private affair and both the child’s transgressions and the teacher’s responses are under group scrutiny. Teaching young children to feel a sense of responsibility and remorse for transgressions is not easy and it takes teachers into family territory making it one of the more contentious aspects of early childhood educational practice. Sociocultural theory provides a means to reframe children’s challenging behaviours as adaptive responses to their environment when they are overloaded or uncertain as to how to manage group demands. Ideas for how to help children navigate between individual needs and group demands are discussed.
      PubDate: 2015-11-23
      DOI: 10.1007/s13158-015-0153-x
      Issue No: Vol. 48, No. 1 (2015)
       
  • Erratum to: What’s in Your Refrigerator? Children’s Views on Equality,
           Work, Money and Access to Food
    • Authors: Libby-Lee Hammond; Sandra Hesterman; Marianne Knaus
      Pages: 131 - 131
      PubDate: 2015-10-30
      DOI: 10.1007/s13158-015-0152-y
      Issue No: Vol. 48, No. 1 (2015)
       
  • Curricular, Relational, and Physical Spaces in the Japanese Hoikuen
    • Authors: Daniel E. Ferguson; Candace R. Kuby
      Pages: 403 - 421
      Abstract: Abstract Recent scholarship looks at the relationship of learning to space and place within educational research. The purpose of this article was to put data produced from teaching in four Japanese preschools into conversation with spatial theory and Ma, a Japanese spatial esthetic. We seek to understand how and what spaces (physical, curricular, and relational) are produced in Japanese hoikuen. We engage with Soja’s Firstspace, Secondspace, and Thirdspace in order to examine space in the Japanese preschools. We also think with concepts from Ma esthetics in order to understand the appreciation of unexpected moments and interactions. Specific insights gained from analysis focus on the design of the preschools, flexibility of furniture, shared workspaces, field trips, inquiries with nature, bonds between students, and addressing conflict. We present these insights to add to an emerging discussion of how spatial aspects of environments influence teaching and learning in early childhood education.
      PubDate: 2015-09-16
      DOI: 10.1007/s13158-015-0151-z
      Issue No: Vol. 47, No. 3 (2015)
       
  • Didactic Approaches to Child-Managed Play: Analyses of Teacher’s
           
    • Authors: Knut Løndal; Anne Greve
      Pages: 461 - 479
      Abstract: Abstract This article explores the nature of teachers’ involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of “pedagogical tact”. Qualitative material was gathered from observations and video recordings of children and their teachers in the kindergarten and the after-school programme, and interactional situations were analysed. The findings show that in both institutions, teachers’ involvement follows three main approaches: surveillance, an initiating and inspiring approach, and a participating and interactional approach. Whether surveillance is based on judgments about safety or about rules, it seems to hamper the children’s play. Children in both institution types seem to like when teachers’ involvement included the initiation of new activities. Such activities often transform into child-managed play. Teachers’ inspiring communications and interactions were also characterised by recognition and acknowledgement, and this approach appeared to promote child-managed play. It seems important that a surveillance approach does not overshadow an initiating and inspiring approach or a participating and interactional approach in interactional situations through which teachers act with pedagogical thoughtfulness and tact.
      PubDate: 2015-06-18
      DOI: 10.1007/s13158-015-0142-0
      Issue No: Vol. 47, No. 3 (2015)
       
 
 
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