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  Subjects -> EDUCATION (Total: 1753 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1465 journals)
    - HIGHER EDUCATION (118 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1465 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 5)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 12)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 3)
International Journal of Management Education     Hybrid Journal   (Followers: 6)
International Journal of Management in Education     Hybrid Journal   (Followers: 7)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 11)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 17)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 8)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 7)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 8)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 2)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 39)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 4)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 17)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 18)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 11)
International Journal of Research Studies in Education     Open Access   (Followers: 9)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 15)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 24)
International Journal of Science and Technology Education Research     Open Access   (Followers: 8)
International Journal of Science Education     Hybrid Journal   (Followers: 26)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 8)
International Journal of Servant-Leadership     Full-text available via subscription  
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 11)
International Journal of Sociology of Education     Open Access   (Followers: 4)
International Journal of Solution-Focused Practices     Open Access   (Followers: 2)
International Journal of STEM Education     Open Access   (Followers: 4)
International Journal of Sustainability in Higher Education     Hybrid Journal   (Followers: 12)
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 6)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 13)
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: 5)
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   (Followers: 1)
International Review of Education     Hybrid Journal   (Followers: 10)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 40)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
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  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Istawa : Journal of Islamic Education     Open Access  
Italiano LinguaDue     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access  
JEELS : Journal of English Education and Linguistics Studies     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 1)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 3)
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 Multicultural Education     Hybrid Journal   (Followers: 3)
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: 4)
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: 6)
Journal of Adolescent & Adult Literacy     Full-text available via subscription   (Followers: 11)
Journal of Adult Development     Hybrid Journal   (Followers: 7)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 9)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 3)
Journal of Agricultural Education and Extension, The     Hybrid Journal   (Followers: 4)
Journal of Appreciative Education     Open Access  
Journal of Architectural Education     Hybrid Journal   (Followers: 9)
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  
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 9)
Journal of Chemical Education     Full-text available via subscription   (Followers: 22)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 6)
Journal of Childhood Studies     Open Access  
Journal of Cognitive Education and Psychology     Full-text available via subscription   (Followers: 10)
Journal of College Student Development     Full-text available via subscription   (Followers: 8)
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 Integrative Ideas     Open Access   (Followers: 1)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 3)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 19)
Journal of Creative Behavior     Hybrid Journal   (Followers: 11)
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: 5)
Journal of Curriculum and Teaching     Open Access   (Followers: 2)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 15)
Journal of Curriculum Theorizing     Open Access  
Journal of Dance Education     Hybrid Journal   (Followers: 5)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 9)
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: 18)
Journal of Diversity in Higher Education     Full-text available via subscription   (Followers: 14)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 11)
Journal of Early Intervention     Hybrid Journal   (Followers: 6)
Journal of Economic Education     Open Access  
Journal of Economic Education     Hybrid Journal   (Followers: 6)
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: 8)
Journal of Education and Educational Development     Open Access  
Journal of Education and Health Promotion     Open Access   (Followers: 5)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Learning     Open Access   (Followers: 11)
Journal of Education and Practice     Open Access   (Followers: 17)
Journal of Education and Research     Open Access   (Followers: 4)
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: 10)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 18)
Journal of Education in New Century     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 19)
Journal of Educational Administration     Hybrid Journal   (Followers: 6)
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational and Developmental Psychology     Open Access   (Followers: 17)
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: 10)
Journal of Educational Development     Open Access   (Followers: 2)
Journal of Educational Innovation, Partnership and Change     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: 5)
Journal of Educational Research     Hybrid Journal   (Followers: 20)
Journal of Educational Research and Evaluation     Open Access  
Journal of Educational Science and Technology     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 7)
Journal of Educational Studies     Full-text available via subscription   (Followers: 1)
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 34)
Journal of Educational, Cultural and Psychological Studies     Open Access  
Journal of Edugeography     Open Access   (Followers: 1)
Journal of Elementary Science Education     Hybrid Journal   (Followers: 9)
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: 3)
Journal of English and Arabic Language Teaching     Open Access   (Followers: 1)
Journal of English for Academic Purposes     Hybrid Journal   (Followers: 10)
Journal of Entrepreneurship Education     Full-text available via subscription   (Followers: 2)
Journal of Environmental Education     Hybrid Journal   (Followers: 6)
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: 5)
Journal of Further and Higher Education     Hybrid Journal   (Followers: 28)
Journal of Gay & Lesbian Issues in Education     Hybrid Journal   (Followers: 7)
Journal of General Education     Full-text available via subscription   (Followers: 3)
Journal of Geography in Higher Education     Hybrid Journal   (Followers: 10)
Journal of Global Citizenship & Equity Education     Open Access   (Followers: 1)
Journal of Higher Education Outreach and Engagement     Open Access   (Followers: 11)
Journal of Higher Education Policy and Management     Hybrid Journal   (Followers: 24)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 34)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 4)
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 7)
Journal of Hospitality, Leisure, Sport & Tourism Education     Full-text available via subscription   (Followers: 1)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Information Technology Education : Innovations in Practice     Open Access   (Followers: 2)
Journal of Information Technology Education : Research     Open Access   (Followers: 2)
Journal of Innovative Science Education     Open Access  
Journal of Inquiry and Action in Education     Open Access   (Followers: 2)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 34)
Journal of Interactive Media in Education     Open Access   (Followers: 6)
Journal of International Education in Business     Hybrid Journal   (Followers: 3)
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: 4)
Journal of Language and Cultural Education     Open Access   (Followers: 3)
Journal of Language and Education     Open Access  
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: 11)
Journal of Learning Analytics     Open Access   (Followers: 3)
Journal of Learning Disabilities     Hybrid Journal   (Followers: 23)

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover International Journal of Early Childhood
  [SJR: 0.407]   [H-I: 12]   [10 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  [2352 journals]
  • Thinking Outside the Four Walls of the Classroom: A Canadian Nature
           Kindergarten
    • Authors: Enid Elliot; Frances Krusekopf
      Abstract: The authors share a narrative of planning and implementing a Nature Kindergarten in the public school system in British Columbia, Canada. Inspired by similar programs in Northern Europe, the Nature Kindergarten became the first program of its kind in Western Canada. The importance of developing pedagogical principles, understanding local context and designing a program that is responsive to place is highlighted. Learning about the place in which they live offers Nature Kindergarten students opportunities for learning that cannot be found inside a classroom. This learning can be complex and layered and deepen children’s connections to their place. Outdoors, the Nature Kindergarten educators also take on a different role that has encouraged them to continue to question their thoughts and practices around emergent learning. The authors conclude that the process of creating a Nature Kindergarten provided an educational opportunity to think differently about how Kindergarten students learn, what they should be learning, and to articulate a pedagogy that embraces complexity and uncertainty.
      PubDate: 2017-10-03
      DOI: 10.1007/s13158-017-0203-7
       
  • An International Comparison of Early Childhood Educators’ Understandings
           and Practices in Education for Sustainability in Japan, Australia, and
           Korea
    • Authors: Michiko Inoue; Lyndal O’Gorman; Julie Davis; Okjong Ji
      Abstract: This research provides a comparative analysis of survey data from practitioners in Japan, Australia, and Korea on their practices for early childhood education for sustainability (ECEfS). These data were previously reported for each specific country. In these analyses, educators’ conceptual understandings and pedagogical practices relating to ECEfS are explored. Many of the pedagogical practices that are evident in each national context are guided by country-specific policies, educational systems, and curriculum guidelines. Overall, the respondents from the three countries reported that they practised traditional nature-based activities extensively, such as gardening and playing outdoors, and educators taught intentionally about nature. Australian and Korean educators prioritised pedagogies relating to resource conservation and environmental issues, while Japanese educators’ survey responses indicated a reluctance to focus on these aspects of sustainability. The introduction of national guidelines is important as a driver to enhance educators’ understandings about sustainability within specific countries. A key recommendation is the need for targeted strategies for professional development in order to deepen educators’ understandings and improve practices for sustainability in early childhood programs.
      PubDate: 2017-09-23
      DOI: 10.1007/s13158-017-0205-5
       
  • Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood
           Education for Sustainability: Experiences in Practice Settings
    • Authors: Eva Ärlemalm-Hagsér
      Abstract: Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday practice. The aim of this qualitative study was to critically analyse how pre-service teachers describe their workplace encounters with EfS, including dilemmas observed in practice and divergences in interpretation of EfS. The empirical data comprised 76 blogs (188 pages of text) written by pre-service teachers as a requirement for a university course report about EfS in early childhood education. A document analysis was employed to critically examine the blogs through a reflexive interpretive process. The findings were revealing of both the students’ meaning-making processes and their workplace supervisors’ understandings of EfS. The findings depict different cultures of ‘doing’ EfS in early childhood settings, reflecting pluralistic and divergent landscapes of understandings as well as an absence of transformative whole-institution approaches in the implementation of EfS.
      PubDate: 2017-09-15
      DOI: 10.1007/s13158-017-0201-9
       
  • Teacher Perceptions and Self-Reported Practices of Education for
           Sustainability in the Early Years of Primary School: An Australian Case
           Study
    • Authors: Michelle Lasen; Keith Skamp; Kym Simoncini
      Abstract: This Australian case study provides a snapshot of Education for Sustainability (EfS) practice of early years teachers in the school sector (Preparatory to Year 3), during the first phase of implementation of the Australian national curriculum. Interviews with teachers, located in government, Catholic and independent schools, were conducted by pre-service teachers as a part of their professional experience coursework requirements. Forty-three interview transcripts were collated in these qualitative analyses in order to explore: why teachers considered that EfS had been identified as a cross-curriculum priority in the national curriculum; how teachers implemented EfS in their classrooms; and the barriers that they experienced in implementation. The teachers perceived EfS to be highly relevant to their students, with a view to future participation in society, workplaces, leadership and lifelong learning. While the majority of teachers reported intentionally planning and implementing learning experiences that addressed aspects of EfS, the key barrier from their perspective was a crowded curriculum, with emphasis on literacy and numeracy performance. Findings reveal that ongoing professional learning is required for teachers to develop pedagogies that can promote students’ critical and action-oriented engagement, with community partners, in local socio-ecological issues of relevance, whether in urban, rural or remote locales.
      PubDate: 2017-09-14
      DOI: 10.1007/s13158-017-0200-x
       
  • A Critical Analysis of Concepts Associated with Sustainability in Early
           Childhood Curriculum Frameworks Across Five National Contexts
    • Authors: Kassahun Weldemariam; Diane Boyd; Nicky Hirst; Barbara Maria Sageidet; Jamison K. Browder; Leanne Grogan; Fran Hughes
      Abstract: Curriculum frameworks have an important role in providing guidance to early childhood practitioners on how to integrate knowledge about sustainability into their practice. This article examines how ideas about sustainability are integrated in the early childhood curricula for Australia, England, Norway, Sweden and the USA. The analyses were guided by critical inquiry and a cross-national dialogue and focused on four aspects of the curricula: sustainability presence, views of the child, human–environment relationship and philosophical/theoretical underpinnings on ideas expressed about sustainability. Ideas about sustainability were more implicitly present than explicitly stated in most curricula. It was not evident that children were viewed as world citizens with agency to help foster sustainability. With respect to human–environmental relationship, the framework from Australia expressed greater reciprocity and entanglement, while other frameworks were more anthropocentric despite the variation among curricula. All five frameworks embodied a sociocultural, human development approach with respect to the philosophical and theoretical underpinnings. There is a need to consider alternative frameworks that offer broader and more inclusive worldviews about sustainability that includes embracing human, non-human and other species within an assemblage of common worlds.
      PubDate: 2017-09-14
      DOI: 10.1007/s13158-017-0202-8
       
  • Sustainability, the Arts and Big Numbers: The Challenge of Researching
           Children’s Responses to Chris Jordan’s Images
    • Authors: Lyndal O’Gorman
      Abstract: Through the multiple languages of the arts, many ideas about sustainability can be explored with young children. This paper discusses the ethical issues involved in the implementation of a research study that uses artist Chris Jordan’s confronting images about sustainability. Jordan’s images typically depict tens of thousands of objects such as plastic cups, garbage and threatened species. The specific purpose of this paper is to explore the ethical tensions around presenting such images to children. Confounded by images of large numbers and confronted by traumatic images of dead birds, how might children access the enormity of the sustainability issues explored in Jordan’s work' Researchers and educators have a responsibility to ensure children are not harmed through our work with them, so careful planning and ethical practices are essential. However, there are strong grounds for presenting such powerful images as educative tools and for generating useful conversations with children about mass consumption, pollution and unsustainable practices. Conclusions are drawn that the ethical challenges and risks in using Chris Jordan’s images are worth taking in order to create new ways of discussing sustainability through the arts.
      PubDate: 2017-09-12
      DOI: 10.1007/s13158-017-0199-z
       
  • Children Environmental Identity Development in an Alaska Native Rural
           Context
    • Authors: Carie Green
      Abstract: Scholarship in Early Childhood Education for Sustainability (ECEfS) continues to advocate for the incorporation of Indigenous ways of knowing and children’s agency in research and practice. This study contributes to the literature by examining how young children from an Alaskan rural setting make meaning of and interact with nature. Informed by a participatory and phenomenological framework, this study included 5-to-7-year-old Alaska Native children. Data were collected through Sensory Tours (wearable cameras) where children freely explored their environment with an adult and a peer. Interpreted through Environmental Identity Development theory, findings revealed children had a strong sense of Trust in Nature, uniquely informed by their cultural and subsistence lifestyle. Such trust prompted children to gain a sense of Spatial Autonomy through exploration and establishing connections with water, plants, and animals. Children tasted and touched, experimented and discovered, learning about features of the local ecology and their shared role in it, which, in turn, heightened their sense of Environmental Competency. Children’s demonstrated competencies promote engagement in a subsistence-based lifestyle. Harvesting food from the wilderness is an important sustainable practice in a rural isolated settings and, thus, important to consider in ongoing dialogue on ECEfS.
      PubDate: 2017-09-12
      DOI: 10.1007/s13158-017-0204-6
       
  • Fostering Eco-Cultural Literacies for Social, Cultural and Ecological
           Justice: A Perspective From Aotearoa (New Zealand)
    • Authors: Jenny Ritchie
      Abstract: Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.
      PubDate: 2017-08-11
      DOI: 10.1007/s13158-017-0198-0
       
  • How to Educate Children for Sustainable Learning and for a Sustainable
           World
    • Authors: Ingrid Pramling Samuelsson; Eunhye Park
      Abstract: This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners and researchers are encouraged to implement curricula and pedagogies that can support sustainable learning. While educational research about sustainability is necessary, understandings of sustainability policies and values are also required. Values related to sustainability promote a certain type of pedagogy in which the child should be allowed to take initiatives, think, and reflect. This requires high-quality early childhood education. How sustainability concepts can be applied to both content and pedagogy are discussed, as well as different preconditions that are necessary so that all children can access education for sustainability. Important preconditions of education for sustainability include a need for awareness that lifelong learning is applicable to early childhood education, as well as educated staff who are aware about what is relevant for young children to learn about sustainability.
      PubDate: 2017-08-02
      DOI: 10.1007/s13158-017-0197-1
       
  • A Cross-National Comparison of Art Curricula for Kindergarten-Aged
           Children
    • Authors: Heejin Kim; Hajin Kim
      Abstract: The aim of this research is to make a cross-national comparison of art curricula for kindergarten-aged children across five countries—Korea, Norway, New Zealand, Slovakia and Singapore. A document analysis was conducted on the five curricula using a constant comparative approach for selected qualitative statements to analyse two major constructs: ‘art within the curriculum system’ and the ‘educational value of art’. Only two countries expressly mentioned art education in the overall aims of their curricula document. All five countries included art education as part of an interdisciplinary learning area. The goals of art education were primarily concerned with art expression in the affective domain. The content of art education identified in the curriculum documents was related mainly to expression. Guidance on assessment of art education was lacking in most countries. While the value of art was recognized by all countries, art education did not appear to have enough attention or recognition in the ‘general aims’ of the curricula. Governments should give greater consideration to the value of art education to maximize its many positive effects on children.
      PubDate: 2017-07-28
      DOI: 10.1007/s13158-017-0191-7
       
  • Transforming Early Childhood Systems for Future Generations: Obligations
           and Opportunities
    • Authors: Sharon Lynn Kagan; Jessica L. Roth
      Abstract: In a rapidly shifting twenty-first century context, early childhood education and care (ECEC) must consider contextual, scientific, and policy realities in order to realize its social obligations to young children. The current status of ECEC globally bears both good and bad news; many countries are paying attention to the importance of the early years, yet challenges remain related to quality, inequity, and sustainability. Given the surging importance of ECEC and the many challenges at hand, a new strategy is needed to suit the current context. Systems research represents one promising and exciting method for addressing a new set of global issues. This mode of inquiry takes the ECEC system as its unit of analysis, addressing far more than individual classroom pedagogy or even clusters of programs. Systems research advances the thinking that in order for an early childhood system to exist, in addition to quality programs, there must be a solid infrastructure that supports the programs. An emerging systems approach to ECEC considers sociocultural and temporal variables and transcends traditional domains.
      PubDate: 2017-07-13
      DOI: 10.1007/s13158-017-0194-4
       
  • Special Issue: Transforming Early Childhood Systems for Future Generations
    • Authors: Ingrid Pramling Samuelsson; Eunhye Park
      PubDate: 2017-07-12
      DOI: 10.1007/s13158-017-0196-2
       
  • Dezuanni, Michael L., Dooley, Karen, Gattenhof, Sandra, and Knight, Linda
           (2015): iPads in the Early Years: Developing Literacy and Creativity
    • Authors: Luke Santamaria
      PubDate: 2017-07-10
      DOI: 10.1007/s13158-017-0195-3
       
  • Sustainability by Default: Co-creating Care and Relationality Through
           Early Childhood Education
    • Authors: Arjen E. J. Wals
      Abstract: In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. The idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today’s children' A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber’s ideas of relational ways of being in the world; Nell Nodding’s notions of care; and George Siemen’s ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0193-5
       
  • Thrown Together: Incorporating Place and Sustainability into Early
           Literacy Education
    • Abstract: The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in multilingual and community-based contexts. In a case study with a Grade 1 classroom in Sweden, the researcher and the teacher implemented various literacy activities to bring children’s own powerful knowledge about place into the classroom. This enabled young children to actively engage with language and literacy in authentic and meaningful ways. Early childhood teachers need to be aware of the importance of incorporating ideas about place and sustainability into early literacy education in order to avoid deficit discourses and instead build participatory practices and support democratic values. Bringing literacy and place together in education can address what is perhaps one of the most crucial questions of sustainability, namely how people within a community can live together while having different values, beliefs and dreams.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0192-6
       
  • Supporting Teachers in Vietnam to Monitor Preschool Children’s Wellbeing
           and Involvement in Preschool Classrooms
    • Abstract: Vietnam is promoting active teaching and learning as a key strategy to enhance children’s learning in preschools. This change depends largely on building the capacities of teachers to implement child-centered education in practice and handover the initiative for learning to children. Vietnamese teachers need to be better equipped with pedagogical skills to enhance children’s wellbeing and involvement and to create optimal conditions for learning in classrooms. In 2016, as part of a professional development program for teachers to support the quality of their classroom practice through critical reflection, a collaborative pilot study was carried out to test the relevance and effectiveness of process-oriented child monitoring within the Vietnamese educational context. A process-oriented child-monitoring system was introduced to teachers in eight Vietnamese preschools that enrolled children aged from 3 to 5 years and which included primarily ethnic minority children. Teachers were taught observation skills to monitor children’s involvement and wellbeing during classroom activities. Through professional development activities, including coaching, mentoring, and peer learning in school-based and inter-school teacher communities, teachers were encouraged to adjust their practices to the learning needs of the children in their classrooms, including children at risk for low engagement and involvement. This pilot study provides a strong case for the process-oriented child-monitoring system to be implemented at a larger scale in Vietnamese preschools.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0188-2
       
  • Development of Teachers’ Knowledge and Skills in Implementing a Physical
           Education Curriculum: A New Zealand Early Childhood Intervention Study
    • Authors: Claire McLachlan; Jessica Smith; Tara McLaughlin; Ajmol Ali; Cathryn Conlon; Owen Mugridge; Sophie Foster
      Abstract: In order to support children’s physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children’s opportunities for physical activity in early childhood are increasingly limited. This study assessed how teachers’ knowledge and skills changed as the result of the implementation of a 10-week physical activity intervention programme (Jumping Beans) and participation in a related professional development programme. Participating teachers in four centres were interviewed before and after the intervention. Overall, qualitative and quantitative data from teacher interview data were highly positive, as a result of their participation. However, further research about how teachers’ skills can be enhanced to intentionally teach with confidence in curriculum domains related to physical health and physical literacy needs to be considered.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0190-8
       
  • Transforming Music Education for the Next Generation: Planting ‘Four
           Cs’ Through Children’s Songs
    • Authors: Jinyoung Kim
      Abstract: In early childhood programs, music is an important part of the curriculum that provides children with learning opportunities that can enhance cognitive and social-emotional development as well as esthetic appreciation. Important skills for twenty-first century learning can also be supported by music experiences in early childhood education including critical and creative thinking, collaboration, and communication (Four Cs). Early childhood musical activities that focus on these processes can be transformative processes for children’s learning across developmental and curriculum areas through experiences with various musical elements (e.g., rhythm, beat, tempo, melody, and lyrics). This paper analyses and applies ideas about these learning processes to the new standards for music education in the USA that were announced in 2014 by the National Association for Music Education. This paper explores how the new standards are less content based and, instead, emphasize performance through artistic processes of creating, performing, and responding. Children have strong desires for esthetic expression through music that can support critical and creative thinking, as well as in collaboration, and communication. Early childhood teachers need to reflect critically about how to transform music education in their classrooms to realize the benefits of children’s experiences with music.
      PubDate: 2017-06-20
      DOI: 10.1007/s13158-017-0187-3
       
  • Preschool Teachers’ Pedagogical Content Knowledge in Mathematics
    • Authors: Jae Eun Lee
      Abstract: The study investigated preschool teachers’ pedagogical content knowledge (PCK) in mathematics. The construct of PCK for teaching mathematics in preschool involves three components: (1) noticing mathematical situations in which children engage; (2) interpreting the nature of children’s math activity; and (3) enhancing children’s mathematical thinking and understanding. The research participants were 30 preschool teachers from a large city in South Korea. Teachers identified mathematical situations in a children’s play scenario, interpreted the nature of the mathematical situations, and identified how children’s mathematical thinking in the reported situation could be enhanced. The teachers’ responses were quantitatively scored. The results indicate that participants possessed higher levels of PCK about number sense, measurement, and classification than for patterning, operations, shapes, and spatial relationships. Teachers need knowledge to interpret mathematical situations in order to identify ways to enhance children’s mathematical thinking. Teachers with more teaching experience were more likely to have higher scores on the overall PCK measure. Teachers require greater knowledge to recognize specific mathematical concepts in use in children’s play in order to be able to extend and enhance preschool children’s mathematical thinking.
      PubDate: 2017-06-19
      DOI: 10.1007/s13158-017-0189-1
       
  • 2016 Panel of Referees
    • Authors: Donna Berthelsen
      PubDate: 2017-03-30
      DOI: 10.1007/s13158-017-0186-4
       
 
 
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