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  Subjects -> EDUCATION (Total: 1629 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (20 journals)
    - EDUCATION (1362 journals)
    - HIGHER EDUCATION (107 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (26 journals)
    - SCHOOL ORGANIZATION (10 journals)
    - SPECIAL EDUCATION AND REHABILITATION (33 journals)
    - TEACHING METHODS AND CURRICULUM (35 journals)

EDUCATION (1362 journals)            First | 1 2 3 4 5 6 7 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 6)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 12)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 3)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 22)
International Journal of Training Research, The     Hybrid Journal   (Followers: 7)
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: 42)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
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)
Issues and Trends in Educational Technology     Open Access  
Italiano LinguaDue     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
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: 8)
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: 8)
Journal of Adult Development     Hybrid Journal   (Followers: 7)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 7)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
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: 8)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 2)
Journal of Behavioral Education     Hybrid Journal   (Followers: 4)
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   (Followers: 3)
Journal of Case Studies     Open Access   (Followers: 1)
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 6)
Journal of Chemical Education     Full-text available via subscription   (Followers: 21)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 6)
Journal of Cognitive Education and Psychology     Full-text available via subscription   (Followers: 7)
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: 13)
Journal of Contemporary Medical Education     Open Access   (Followers: 8)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 3)
Journal of Copyright in Education & Librarianship     Open Access   (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: 15)
Journal of Curriculum Theorizing     Open Access   (Followers: 1)
Journal of Dance Education     Hybrid Journal   (Followers: 4)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 6)
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: 14)
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 Advancement & Marketing     Full-text available via subscription  
Journal of Education and e-Learning Research     Open Access   (Followers: 5)
Journal of Education and Learning     Open Access   (Followers: 9)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Practice     Open Access   (Followers: 13)
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: 14)
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: 14)
Journal of Education in New Century     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 17)
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: 14)
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: 3)
Journal of Educational Research     Hybrid Journal   (Followers: 19)
Journal of Educational Research and Evaluation     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 5)
Journal of Educational Studies     Full-text available via subscription   (Followers: 1)
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 36)
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: 2)
Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Journal of English and Arabic Language Teaching     Open Access   (Followers: 1)
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: 9)
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: 24)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 31)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 4)
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 4)
Journal of Hospitality, Leisure, Sport & Tourism Education     Full-text available via subscription  
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Information Technology and Application in Education     Open Access   (Followers: 14)
Journal of Inquiry and Action in Education     Open Access   (Followers: 2)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 31)
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 Interprofessional Education & Practice     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: 12)
Journal of Latinos and Education     Hybrid Journal   (Followers: 4)
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: 11)
Journal of Legal Education     Open Access   (Followers: 5)
Journal of Legal Studies Education     Hybrid Journal   (Followers: 8)
Journal of Library & Information Services in Distance Learning     Hybrid Journal   (Followers: 165)
Journal of Machine Learning Research     Open Access   (Followers: 24)
Journal of Marketing Education     Hybrid Journal   (Followers: 6)
Journal of Marketing for Higher Education     Hybrid Journal   (Followers: 12)
Journal of Mathematics Teacher Education     Hybrid Journal   (Followers: 13)
Journal of Media Law     Hybrid Journal   (Followers: 9)
Journal of Media Literacy Education     Open Access   (Followers: 1)
Journal of Mixed Methods Research     Hybrid Journal   (Followers: 24)
Journal of Montessori Research     Open Access   (Followers: 1)
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: 13)
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: 13)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 24)
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: 4)
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: 4)
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: 9)
Journal of Research In Reading     Hybrid Journal   (Followers: 12)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 14)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 7)
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: 10)

  First | 1 2 3 4 5 6 7 | Last

Journal Cover International Journal of Early Childhood
  [SJR: 0.407]   [H-I: 12]   [6 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  [2336 journals]
  • 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)
       
  • Call for Papers: 69th OMEP World Assembly and International Conference,
           19–24 June 2017, Conference Centre Tamaris, Milenij Hotels in Opatija,
           Croatia
    • PubDate: 2016-11-19
      DOI: 10.1007/s13158-016-0177-x
       
  • Declaration of the 68th OMEP World Assembly and Conference: Seoul, Korea,
           July 2016
    • PubDate: 2016-11-04
      DOI: 10.1007/s13158-016-0178-9
       
  • Expanding the Horizons for Critical Literacy in a Bilingual Preschool
           Classroom: Children’s Responses in Discussions with Gender-Themed
           Picture Books
    • Authors: So Jung Kim
      Abstract: Abstract The current study explores how picture books can be used in bilingual classrooms to support more critical understandings of gender stereotypes by preschool children. The research uses a reader-response perspective that stresses the importance of the reader’s role in interpreting texts as well as sociocultural theory to analyze the social dynamics of teacher–child interactions. The participants were four-year-old, Korean–English bilingual children attending a Korean Language School in the midwest of the USA. The findings suggested that literary discussions about gender-themed picture books using both Korean and English languages promoted children’s critical thinking about gender roles. By sharing empirical examples of children’s authentic discussions, the study provides early childhood teachers with insights on how gender-themed picture books can be used as a medium to open up authentic discussions about gender roles in bilingual settings. Through valuing children’s responses to the reading of the picture books, the teachers encourage children to become more active learners. Their personal responses were valued in discussions, and they began to see themselves as having the authority to make judgments about what they read.
      PubDate: 2016-10-07
      DOI: 10.1007/s13158-016-0171-3
       
  • Teachers Explore How to Support Young Children’s Agency for Social
           Justice
    • Abstract: Abstract This study reports findings from an exploratory research project that contributed to an OMEP World Project on the importance of equality in being able to achieve a sustainable world and a healthy society. The teachers and researchers came together because of their interest in social justice to explore how they could support young children’s sense of agency and make learning about social justice more visible to children and their families. The project was carried out with teachers of children aged from 3 to 5 years in early childhood contexts of Aotearoa New Zealand. Five early childhood teachers participated in the research group which met five times over a 4-month period. As the teachers in the study became more familiar with how to support young children’s agency, they were able to engage in more sustained dialogue with children about social justice. Picture books were used as a tool to support children to express their views, and teachers also made this learning more visible through documentation of Learning Stories. In the research group, teachers provided examples of their practices within the reflective discussion groups held with the other teachers and the researchers. Teachers recognised that they could have an important role in supporting children’s sense of agency and awareness of social justice issues.
      PubDate: 2016-10-03
      DOI: 10.1007/s13158-016-0175-z
       
  • Barriers to Parent–Child Book Reading in Early Childhood
    • Authors: Catherine L. Taylor; Stephen R. Zubrick; Daniel Christensen
      Abstract: Abstract Book reading is one of the most important investments that parents make in their children’s literacy development. This study investigated risk factors associated with the absence of book reading at ages 2, 4 and 6 years. A holistic view of the multiple ecologies of child development guided the study across a sample of approximately 4000 children from the Longitudinal Study of Australian Children. Eight potential risk factors for the absence of book reading were examined in a multivariate logistic regression analysis and in a cumulative risk approach. The magnitude of association between individual risk factors and the absence of book reading varied at different ages. However, across all ages, there was a consistent association between multiple risk exposures and the absence of book reading. The results suggest that the absence of book reading may serve as a red flag for multiple disadvantages. For this reason, parent–child book reading interventions alone are unlikely to meet the needs of children and families for whom the absence of book reading is an outcome of psychosocial risk factors.
      PubDate: 2016-09-26
      DOI: 10.1007/s13158-016-0172-2
       
  • Sensory Tours as a Method for Engaging Children as Active Researchers:
           Exploring the Use of Wearable Cameras in Early Childhood Research
    • Authors: Carie Green
      Abstract: Abstract This article explores the use of wearable cameras with children as a data collection means to engage young children as active researchers in recording their experiences in natural environments. This method captures children’s unique perspectives of being-in-the-world, depicting what they see, hear, say, touch, and their interactions with others. In this paper, this method is called Sensory Tours, informed by the tradition of walking tours used in environmental education. It is a nonintrusive means of collecting data, providing children with control over what data they collect, and removing the need for an adult researcher with a video camera propping and prodding over children’s day-to-day activities. In this paper, the advantages, challenges, and opportunities of wearable cameras are evaluated and illustrated through the video records made by children. The method provides opportunities for subsequent video-stimulated group discussions and other interactive activities that can enrich understandings of children’s lived experiences. Sensory Tours provide a means for children to analyze, reconstruct, and interpret salient aspects of their experiences in discussions with peers and adults.
      PubDate: 2016-09-26
      DOI: 10.1007/s13158-016-0173-1
       
  • Perceptions and Attitudes of Early Childhood Teachers in Korea About
           Education for Sustainable Development
    • Authors: Eunhye Park; Heejin Kim; Sunyoung Yu
      Abstract: Abstract This study investigates the perceptions and attitudes of Korean early childhood teachers about education for sustainable development (ESD). A total of 301 Korean early childhood teachers participated in a survey which was purposefully developed for this research. The survey focused on three areas of interest: understanding of concepts about sustainable development and ESD; importance for ESD in early childhood education and the implementation of ESD practices; and personal intentions about a sustainable lifestyle. The teachers who participated were recruited from kindergartens and day-care centers. Overall, findings suggested that the majority of teacher respondents had reasonable understanding about sustainable development and ESD from different knowledge sources. The teachers considered that ESD in early childhood education was very necessary or fairly necessary. However, 59 % of teacher respondents had not implemented any ESD programs or activities. Of those teachers who had implemented activities then, commonly, this activity was circle-time discussions. The teachers indicated positive intentions about personal practices for a sustainable lifestyle. These personal values that teachers held make it more likely that they would implement ESD programs in their classrooms. However, teachers need to be provided with opportunities for professional development to increase their knowledge about how ESD programs are designed and implemented effectively with young children.
      PubDate: 2016-09-26
      DOI: 10.1007/s13158-016-0176-y
       
  • Creating Spaces for Children’s Agency: ‘I wonder…’ Formulations in
           Teacher–Child Interactions
    • Authors: Sandy Houen; Susan Danby; Ann Farrell; Karen Thorpe
      Abstract: Abstract Affording children’s agency is an important pedagogical underpinning of a high-quality early childhood program. Yet little is known about how teachers’ interactions create spaces for children’s agency. From the perspectives of ethnomethodology and conversation analysis, this paper investigates how teachers and children navigate agency through their collaborative interactions that relate to classroom participation. Drawing on 170 h of video recordings of classroom interactions in nine preschool classrooms, this paper discusses the teachers’ use of ‘I wonder…’ formulations in their interactions with children. In total, there were 17 occasions where the teachers used this formulation to create a space for agency for children to make decisions regarding their participation in classroom experiences. The ‘I wonder…’ formulation is suggested as a strategy for teachers to use when inviting classroom participation at times when children really do have a choice. These findings contribute to understanding children’s agency and point to practical strategies for teachers to afford children agency within the bounds of classroom life. Building and using a repertoire of pedagogic strategies to encourage child participation and agency is demonstrable evidence of high-quality teacher–child interactions.
      PubDate: 2016-09-21
      DOI: 10.1007/s13158-016-0170-4
       
  • Predicting Meaningful Differences in School-Entry Language Skills from
           Child and Family Factors Measured at 12 months of Age
    • Authors: Cristina McKean; James Law; Fiona Mensah; Eileen Cini; Patricia Eadie; Kath Frazer; Sheena Reilly
      Abstract: Abstract Early childhood services which seek to promote early language development are hampered by the absence of reliable methods to identify children who may develop persistent language difficulties. This is because of variability in preschool children’s language development and that existing measures have limited diagnostic accuracy. In this study, we examined two approaches to identifying children at 12 months of age who are at risk of poor language skills at 4 years of age: (1) measurement of socio-cognitive and communicative foundations of language using the “Sure Steps to Talking” (SSTT) Questionnaire; (2) a “combined risk model” utilising child, family, and parenting characteristics. The study had three phases, and they are as follows: (1) evaluation of the predictive validity of SSTT through longitudinal follow-up of children in a matched cohort in the UK; (2) modelling application of SSTT as a population screener and assessing its validity in a longitudinal community cohort in Australia (Early Language in Victoria Study ELVS); and (3) evaluation of a list of risk factors through secondary data analysis of the ELVS cohort. Prediction using the SSTT measure was modest. A “risk model” that included seven factors (child communicative behaviours, family, and parenting characteristics) measured at 12 months reached “fair” levels of predictive validity and approached a similar level of prediction for language difficulties at age 4 years as found by measures of vocabulary at 24 months. This latter assessment approach potentially provides an additional 12-month window within which preventative interventions could be implemented.
      PubDate: 2016-09-21
      DOI: 10.1007/s13158-016-0174-0
       
  • 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
       
  • 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)
       
 
 
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