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  Subjects -> EDUCATION (Total: 1318 journals)
    - ADULT EDUCATION (20 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (9 journals)
    - EDUCATION (1113 journals)
    - HIGHER EDUCATION (94 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (1 journals)
    - ONLINE EDUCATION (13 journals)
    - SCHOOL ORGANIZATION AND ADMINISTRATION (7 journals)
    - SPECIAL EDUCATION AND REHABILITATION (22 journals)
    - TEACHING METHODS AND CURRICULUM (30 journals)

EDUCATION (1113 journals)            First | 1 2 3 4 5 6 7 8 | Last

Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 2)
Elementary School Journal     Full-text available via subscription   (Followers: 9)
ELT Journal     Hybrid Journal   (Followers: 12)
ELTWorldOnline.com     Open Access   (Followers: 2)
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 4)
En Blanco y Negro     Open Access  
English for Specific Purposes     Hybrid Journal   (Followers: 8)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 1)
English in Education     Hybrid Journal   (Followers: 9)
English Language Teaching     Open Access   (Followers: 10)
Enrollment Management Report     Hybrid Journal   (Followers: 2)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
EntreVer - Revista das Licenciaturas     Open Access  
Envigogika     Open Access  
Environmental Education Research     Hybrid Journal   (Followers: 12)
Epidemiologic Perspectives & Innovations     Open Access   (Followers: 1)
Equine Veterinary Education     Hybrid Journal   (Followers: 7)
Equity & Excellence in Education     Hybrid Journal   (Followers: 2)
Espacio, Tiempo y Educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access   (Followers: 1)
Estudos Históricos     Open Access   (Followers: 4)
Ethics and Education     Hybrid Journal   (Followers: 8)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 2)
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 8)
EURASIP Journal on Audio, Speech, and Music Processing     Open Access   (Followers: 3)
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 3)
European Education     Full-text available via subscription   (Followers: 6)
European Educational Research Journal     Full-text available via subscription   (Followers: 12)
European Journal for Education Law and Policy     Hybrid Journal   (Followers: 5)
European Journal of Education     Hybrid Journal   (Followers: 22)
European Journal of Education and Psychology     Open Access   (Followers: 9)
European Journal of Engineering Education     Hybrid Journal   (Followers: 1)
European Journal of Open, Distance and E-Learning – EURODL     Open Access   (Followers: 6)
European Journal of Physics Education     Open Access   (Followers: 5)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 8)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 8)
European Journal of Teacher Education     Hybrid Journal   (Followers: 19)
European Physical Education Review     Hybrid Journal   (Followers: 5)
Evaluation     Hybrid Journal   (Followers: 9)
Evaluation & Research in Education     Hybrid Journal   (Followers: 16)
Evolution: Education and Outreach     Open Access  
Exceptionality     Hybrid Journal   (Followers: 1)
Extensio : Revista Eletrônica de Extensão     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 2)
Filosofia e Educação     Open Access  
FIRE : Forum of International Research in Education     Open Access  
First Opinions-Second Reactions (FOSR)     Open Access  
Focus : Journal of the City and Regional Planning Department     Open Access   (Followers: 6)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 17)
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 3)
Form@re - Open Journal per la formazione in rete     Open Access   (Followers: 2)
Foro de Educación     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
French Studies in Southern Africa     Full-text available via subscription  
Frontiers of Education in China     Hybrid Journal  
Frontline     Full-text available via subscription   (Followers: 1)
Frontline Learning Research     Open Access  
Frühe Bildung     Hybrid Journal   (Followers: 1)
GEMS : Gender, Education, Music, and Society     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 3)
Gifted Child Quarterly     Hybrid Journal   (Followers: 8)
Gifted Children     Open Access   (Followers: 2)
Gifted Education International     Hybrid Journal   (Followers: 6)
Global Education Review     Open Access   (Followers: 2)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 1)
Global Perspectives on Accounting Education     Full-text available via subscription  
Global Studies of Childhood     Full-text available via subscription   (Followers: 1)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 11)
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 7)
Handbook of the Economics of Education     Full-text available via subscription   (Followers: 6)
Harvard Educational Review     Full-text available via subscription   (Followers: 2)
Health Education & Behavior     Hybrid Journal   (Followers: 8)
Health Education Research     Hybrid Journal   (Followers: 12)
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 4)
Higher Education     Hybrid Journal   (Followers: 207)
Higher Education Abstracts     Hybrid Journal   (Followers: 20)
Higher Education in Europe     Hybrid Journal   (Followers: 14)
Higher Education Management and Policy     Full-text available via subscription   (Followers: 15)
Higher Education Policy     Hybrid Journal   (Followers: 15)
Higher Education Quarterly     Hybrid Journal   (Followers: 237)
Higher Education Research & Development     Hybrid Journal   (Followers: 217)
Histoire de l'éducation     Open Access   (Followers: 1)
História & Ensino     Open Access  
Historia de la Educación. Anuario     Open Access  
Historical Studies in Education     Open Access   (Followers: 1)
History of Education Quarterly     Hybrid Journal   (Followers: 4)
History of Education Review     Hybrid Journal   (Followers: 3)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 13)
Horizontes Educacionales     Open Access  
HSE - Social and Education History     Open Access  
Huria : Journal of the Open University of Tanzania     Full-text available via subscription  
i.e. : inquiry in education     Open Access   (Followers: 1)

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover International Journal of Early Childhood
   [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  [2210 journals]   [SJR: 0.199]   [H-I: 6]
  • Young Children’s Music Play Ideas: Two Case Studies of Syncretic
           Literacy Practice in Classroom and Home Settings
    • Abstract: Abstract This critical enquiry into co-construction of meaning in music play uses applied literacy practices to explore children’s multimodal interactions. It shows evidence of cultural and social framing of their music making, their forms of organisation and ways of reinventing cultural knowledge during interaction. Using visual methodology and multimodal analysis, this study documents how children in diverse contexts intentionally transmit and redesign prior knowledge. Two case studies of diverse music activities, one in an early childhood rural setting and one in an inner-urban home setting, detail how two five-year-old children expanded communication with each other or with an adult using gestural, audio, spatial and visual modes as semiotic resources. These two multimodal experiences in music play are discussed to demonstrate how, in both situated events, young children demonstrated semiotic import of composing resources to transform prior knowledge in co-operative play. The activities illustrate how music play is a crucial element of everyday learning in early childhood settings. Teachers may promote learning by providing opportunities for children to co-construct and enact literacy in ways that transcend the curricular context. They expand literacy into larger worlds by recognising modes of gesture and spatial relations as students communicate life experiences through music play.
      PubDate: 2014-11-06
       
  • Negotiations of Gender in Early Childhood Settings
    • PubDate: 2014-11-01
       
  • Stress, Coping and Wellbeing in Kindergarten: Children’s
           Perspectives on Personal, Interpersonal and Institutional Challenges of
           School
    • Abstract: Abstract Starting school requires children to manage a wide range of personal, interpersonal and institutional expectations and challenges, yet few child-report measures have captured the diversity of these experiences. In this paper, the Pictorial Measure of School Stress and Wellbeing (PMSSW) interview was used with 101 school entrants at the beginning and end of the kindergarten year to explore children’s feelings about typical school events, reasons for these feelings, strategies for coping with these challenges, and the extent to which these perceptions changed over time. Results showed that the majority of children were positive about these aspects of school and did not change their feelings, but a minority were persistently negative, and up to 29 % became more negative over time. Responses varied by the type of event, with some being perceived as more challenging than others. The strategies children suggested for managing challenging events offered insights into their understanding and use of school rules and routines as a coping mechanism, particularly at the beginning of the school year. Over time, children showed greater use of personal strengths and abilities, their friendships with peers and their relationships with teachers to suggest effective strategies. These findings confirm the potential of the PMSSW as a tool for gathering children’s perceptions of wellbeing and coping at school. Through the use of methods that acknowledge and empower children, researchers and teachers can better appreciate and cater for individual differences in children’s experiences of school transition.
      PubDate: 2014-10-21
       
  • ‘Don’t be Such a Baby!’ Competence and Age as
           Intersectional Co-markers on Children’s Gender
    • Abstract: Abstract The aim of this paper is to show how norms about age intersect with gender and thus create social positions about incompetent and competent children. The paper also analyzes the relationship between gender, incompetence, and notions of ‘the baby.’ The theoretical framework uses concepts taken from gender theory (Butler, Gender trouble. Feminism and the subversion of identity, 1990, Bodies that matter. On the discursive limits of ‘sex,’ 1993; Thurén, Kvinnovetenskaplig Tidskrift 3–4:69–85, 1996) and the data are analyzed from an intersectional perspective with regard to gender and age. The material is taken from ethnographic observations conducted over the course of two years at two Swedish preschools. The result shows that norms about age and competence in early childhood are stressed in different ways at preschools. Norms about age often manifest in relation to incompetence. In the study, older preschool children understood the meaning of ‘incompetence’ as lacking control and acting in ways that could be disciplined in various ways depending on the child’s gender. Age is also a marker of status among children and all the children we observed wanted to be identified as ‘big.’ We conclude that when age is emphasized, gender norms are also stressed. The notion of ‘being a baby’ constitutes a powerful way to police the border between those who are and are not gendered subjects. This study highlights the importance that age holds even for young children as they negotiate and naturalize the notions of two different genders. It also shows how important it is to be clearly gendered in order to be understood and be considered normal.
      PubDate: 2014-09-26
       
  • ‘I Mean, the Queen’s Fierce and the King’s Not’:
           Gendered Embodiment in Children’s Drawings
    • Abstract: Gender differences in children’s artwork have been the subject of study for over 100 years. The focus of early research was quite narrow, honing in on issues such as children’s gendered subject preferences, or their ability to render spatial relationships or include detail in their artwork. This has led to some stereotypical conclusions about gender with regard to particular aspects of visual representation. This paper speaks back to some of these stereotypes by discussing fundamental principles of meaning-making through drawing, and how the content of children’s artworks should be viewed in relation to their form, and the processes children used as the artworks evolved. Using social-constructivism as a theoretical framework, the methodology involved interlocutor-child dialogic improvisations, on a one-to-one basis, as each child engaged in graphic and body-based action while talking about aspects of the artwork and the processes of its creation through a free-form type of narrative. Semiotics is used as an analytical framework to describe three girls’ drawings (aged 5–8 years) who were selectively sampled from a larger study that involved over 100 children in drawing ‘what the future might be like’. These girls’ graphic-narrative-embodied artefacts are discussed in relation to three key themes: spatial relations and meaning; allegory and fantasy; and metaphor, abstract reasoning and connotation. The findings are discussed in relation social-cultural factors that might influences boys’ and girls’ gendered identities and, in turn, the content, form and processes of their artistic creations.
      PubDate: 2014-09-18
       
  • Preschool Girls and the Media: How Magazines Describe and Depict Gender
           Norms
    • Abstract: Abstract This research investigated the presentation and content of magazines targeted at preschool-aged girls in Japan to analyse what gender patterns or gendered behaviours were encouraged and how the readers reacted to the media discourse. There were 13 magazines published in 2013 in Japan. Seven of them catered to girls, three to boys and three to both genders. The analyses focussed on the magazines for girls and their contents, layout and colours used. The analyses tell what is considered as appropriate in this national context for girls. Magazines for girls included information and illustrations of food, clothes and hairstyles and media celebrities such as popular musicians or fashion models and, therefore, focused more on entertainment and personal appearance. By analysing the readers’ pages, it was evident that the gendered patterns that the magazines conveyed were not always in line with the interests of the girls who wrote to the magazine. The writers and publishers of the magazines set up stereotypic expectations that describe and depict gendered norms for female children. However, as evident from the readers’ pages children did not necessarily accept all the stereotypic ideas related to gender.
      PubDate: 2014-09-16
       
  • Interfering with Gendered Development: A Timely Intervention
    • Abstract: Abstract Instead of relying on colonial and Western developmental logic to understand and research gender, this paper proposes interfering as a strategy toward generating gender knowledges that are more inclusive to other-than-Western concepts and contexts. This paper shows how post-developmental perspectives interfere with psychological and biological scientific logics that feed into common sense explanations of gender. Interference is discussed as one of a number of post-developmental practices that can illuminate the social construction of gendered childhoods and the position of the child as agentic. The paper ends by highlighting other-than-Western gender research that draws from post-Confucianism to interfere with the universal gendered girl and boy child. It is a move toward gathering and generating new gender knowledges.
      PubDate: 2014-09-11
       
  • Gender, Order and Discipline in Early Childhood Education
    • Abstract: Abstract In early childhood education, children’s daily practice revolves to a great extent around order and discipline. Drawing on ethnographic fieldwork from a Swedish preschool class, the present study further explores how the task of being a teacher’s assistant can be critically understood in terms of how gender, discipline and order are expressed in different duties in daily practice. The children in the investigated preschool class are encouraged to conform to rules of order and discipline by assisting the teachers with different tasks; in the present study, children who play this role are called teacher’s assistants. The results show that both boys and girls conform in the role as a teacher’s assistant. Another way of establishing order and discipline is to place girls next to noisy boys. This duty, which is defined here as serving as a damper, is reserved for the girls’ only, in contrast to the teacher’s assistant task.
      PubDate: 2014-09-10
       
  • “No Silly Girls’ Films!” Analysis of Estonian Preschool
           Children’s Gender Specific Tastes in Media Favourites and their
           Possible Implications for Preschool Learning Practices
    • Abstract: Abstract Although children often look for guidance on what is gender-appropriate behaviour from the media, children’s media favourites are still an underused learning resource in preschools, especially in the context of engaging in gender and values education. Focus-group interviews were conducted with 61 children aged from 5.5 to 7 years from three geographically different preschools in Estonia to investigate the nature of media content that Estonian preschool children liked the most and who were the media characters that they considered as role models. The findings are presented with suggestions on how to use children’s media favourites in the preschool curriculum. Our findings revealed strong gender-specific tastes in the media content that the preschool children liked and the characters that they favoured. While boys preferred action-adventure and scary movies and named mainly superheroes or characters with superpowers as their favourites, girls enjoyed family shows, films and comedies and liked characters such as fairies, angels, princesses and similar fictional characters. The findings indicated that preschool children are an active and enthusiastic media audience. The children eagerly took on the role of co-performers of media experiences, acted out aspects of the programs and mimicked the activities of their favourites. We offer suggestions for teachers on how to make use of children’s media favourites in teaching so as to help the children not only to negotiate issues of gender but also to understand how the media shape behaviour, values, and emotional well-being.
      PubDate: 2014-08-29
       
  • Seeing is Believing? Insights from Young Children in Nature
    • Abstract: If the eye is a window to the soul, an important question to ask in the early years is “What do children see?” in their encounters with the world. Gaining a better understanding of children’s interpretations is central to the pedagogical task of early childhood teachers, yet children are seldom asked to provide their points of view outside of adult frameworks for learning. A photograph can be assumed to contain shared and consistent meaning. However, using a Bakhtinian theoretical perspective and the notion of visual surplus that ‘seeing’ is much more than merely a visual process of looking, the research investigates the question, “What do children ‘see’ in nature based education beyond the home-based gate?” The analyses consider the joint meaning-making processes between children and adults when children are invited to share their perspectives on experiences and in which photography is used as an intersubjective medium. Armed with digital cameras during outings into local landscapes, a group of four children attending home-based education was invited to capture sights of significance to them and their families. The perspectives of these children, based on what they saw during nature-based learning experiences, were captured through stimulated recall interviews with their Educator. Children’s insights are described in their own words, using photographs as a source of provocation. The findings highlight the symbolic, metaphoric, spiritual and relational nature of children’s interpretations when provoked by encounters with nature. These interpretations can present adults with significant challenge in their assumptions about children’s capacity to theorise about complex concepts and that adults share the same visual lens as children. Résumé Si l’œil est une fenêtre sur l’âme, «que voient les enfants dans leurs rencontres avec le monde?» est une question importante à se poser en jeune enfance. Il est primordial pour le travail pédagogique des enseignants préscolaires d’avoir une meilleure compréhension des interprétations des enfants; on demande pourtant rarement aux enfants de donner leurs points de vue hors des cadres d’apprentissage adultes. On peut supposer qu’une photographie a un sens partagé et cohérent. Cependant, utilisant une perspective théorique bakhtinienne ainsi que la notion de surplus visuel selon laquelle “voir” est beaucoup plus que le simple processus visuel de regarder, cette recherche examine la question suivante, «Qu’est-ce que les enfants voient dans une éducation basée sur la nature au-delà de la barrière familiale?» Les analyses examinent le processus conjoint de construction de sens des enfants et des adultes quand les enfants sont invités à partager leurs perspectives sur des expériences et dans lesquelles la photographie est utilisée comme medium intersubjectif. Armés de caméras numériques pendant des sorties dans la nature environnante, un groupe de quatre enfants fréquentant un service d’éducation familiale ont été invités à capturer des vues significatives pour eux et leurs familles. Les perspectives de ces enfants, sur la base de ce qu’ils ont vu pendant les expériences d’apprentissage basées sur la nature, ont été cueillies par des entrevues de rappel stimulé avec leur éducatrice. Les visions des enfants sont décrites dans leurs propres mots, à l’aide de photographies comme source de provocation. Les résultats font ressortir la nature symbolique, métaphorique, spirituelle et relationnelle des interprétations des enfants lorsque provoquées par des rencontres avec la nature. Ces interprétations peuvent soulever chez les adultes d’importantes questions sur leurs postulats sur la capacité des enfants à élaborer des théories de concepts complexes et que les adultes partagent la même vision que les enfants. Resumen Si los ojos son una ventana al alma, es importante preguntarse, “Qué ven los niños” en sus primeros años de vida durante sus encuentros con el mundo. Mejorar el entendimiento de las interpretaciones de los niños es central para la tarea pedagógica de los profesores y profesoras de infancia temprana, sin embargo, en raras ocasiones se les pide a los niños y niñas sus puntos de vista fuera de los marcos de los adultos para el aprendizaje. Una fotografía puede asumirse como un element que contiene significado consistente y compartido. Sin embargo, utilizando una perspectiva teórica Bakhtiniana y la noción de excedente visual de que ‘ver’ es mucho más que el propio proceso visual de ver, la investigación intenta responder la pregunta, “Qué ven los niños en la educación basada en la naturaleza, más allá de lo que hay en sus hogares?” El análisis considera los procesos conjuntos significativos entre niños/as y adultos cuando los menores son invitados a compartir sus perspectivas sobre experiencias, mientras se utiliza una fotografía como un medio intersubjetivo. Un grupo de 4 niños/as, equipados con cámaras digitales durante salidas a paisajes cercanos, que pa...
      PubDate: 2014-08-13
       
  • Promotion of Migrant Children’s Epistemic Status and Authority in
           Early School Life
    • Abstract: Abstract Migrant children may display problems of participation in school interactions with adults and peers, depending on their difficulties in speaking the host country’s language and understanding its culture. This condition amplifies the general view of children as incompetent in producing and acting knowledge. This paper analyses video-recorded interactions in kindergartens in Reggio Emilia (Italy), involving migrant children, teachers and Italian children. These schools are famous worldwide for their methodology, based on treating children as competent agents. I focus on the participants’ actions constructing conversational sequences and the systems that these interactional sequences construct. The analysis highlights that migrant children are given recognition as competent agents, and that their status and authority is promoted in producing and acting knowledge. Recognition and promotion of migrant children’s agency, status and authority are based on forms of facilitation, coordination and negotiation, enhanced by initiatives taken by teachers and Italian children. These initiatives give particular relevance to: a. migrant children’s personal expressions and display of competent agency, and b. their linguistic and cultural difficulties. Initiatives combining these two aspects promote the social construction of a form of hybrid identity, both personal and cultural, which is constructed and appraised in the interaction.
      PubDate: 2014-08-09
       
  • Examining the Quality of Outdoor Play in Chinese Kindergartens
    • Abstract: Abstract The benefits of outdoor play for children’s well-rounded development are maximized when children experience enjoyment and, at the same time, gain physical, motor, cognitive, and social-emotional competence. This study examined the quality of outdoor play in Chinese kindergartens, the dominant form of full-day early childhood education program serving children aged from 3 to 6 years in China. The Outdoor Play Rating Scale was used to study the quality of the provision for children’s outdoor play. A total of 174 classrooms from 91 kindergartens in Zhejiang Province were included in the study. A stratified random sampling procedure was used to select kindergartens and classrooms. Results indicated that there was inadequate opportunity for outdoor play, including free play, as well as low level of physical activity by children. We found significant differences in quality of outdoor play across kindergartens in different locations (urban/non-urban areas). Recommendations were provided to practitioners in the discussion that primarily emphasized addressing the need to increase opportunities for children’s access to a wide range of outdoor activities and to improve teachers’ professional competencies in organizing quality outdoor activities for children. Implications for policymakers include the need to narrow the gap in the quality of outdoor environments in kindergartens so that children’s play is supported in ways that will enhance children’s early development and learning.
      PubDate: 2014-08-08
       
  • Enhancing Social Competence and the Child–Teacher Relationship using
           a Child-Centred Play Training Model in Hong Kong Preschools
    • Abstract: Abstract The purpose of this study was to examine whether a child-centred play training model, filial play therapy, enhances child–teacher relationship and thereby reduces children’s internalising problems (such as anxiety/depression and withdrawal) and externalising problems (such as aggressive and destructive behaviour). Sixty teachers (n = 60) and 60 children (n = 60) in six kindergartens were invited to participate in the study. In Phase One, 30 of these teachers (n = 30) were randomly assigned a child with either internalising problems or externalising problems. A 10-week Child-Centred play training model was used to reduce the children’s problems and promote the quality of the child–teacher relationship. The other 30 teachers and 30 children with either internalising problems or externalising problems were placed in the control group. In Phase Two, the teachers and children in the control group received the same 10-week play training. It was found that child–teacher relationship was enhanced through an increase in communication of acceptance, that is, allowing the child to lead and becoming involved in play with the child. Children’s internalising and externalising problems—especially aggressive behaviour—were reduced after ten sessions of child-centred play.
      PubDate: 2014-08-06
       
  • Using Strengths-Based Approaches in Early Years Practice and Research
    • Abstract: Abstract Strengths-based approaches draw upon frameworks and perspectives from social work and psychology but have not necessarily been consistently defined or well articulated across disciplines. Internationally, there are increasing calls for professionals in early years settings to work in strengths-based ways to support the access and participation of all children and families, especially those with complex needs. The purpose of this paper is to examine a potential promise of innovative uses of strengths-based approaches in early years practice and research in Australia, and to consider implications for application in other national contexts. In this paper, we present three cases (summarised from larger studies) depicting different applications of the Strengths Approach, under pinned by collaborative inquiry at the interface between practice and research. Analysis revealed three key themes across the cases: (i) enactment of strengths-based principles, (ii) the bi-directional and transformational influences of the Strengths Approach (research into practice/practice into research), and (iii) heightened practitioner and researcher awareness of, and responsiveness to, the operation of power. The findings highlight synergies and challenges to constructing and actualising strengths-based approaches in early years childhood research and practice. The case studies demonstrate that although constructions of what constitutes strengths-based research and practice requires ongoing critical engagement, redefining, and operationalising, using strengths-based approaches in early years settings can be generative and worthwhile.
      PubDate: 2014-08-05
       
  • Editorial
    • PubDate: 2014-08-01
       
  • Child Participation and Family Engagement with Early Childhood Education
           and Care Services in Disadvantaged Australian Communities
    • Abstract: Abstract To support national policy initiatives in early childhood education and to determine reasons for low enrolment in services from families in disadvantaged areas, the authors investigated the views and practices of 101 families from disadvantaged communities. Families with a child aged 3–5 years were recruited from urban, rural and remote areas of NSW, Australia. Researchers interviewed primary carers in their home or other preferred location to explore barriers and facilitators to participate in early childhood education and care services. In addition to asking parents directly about barriers and facilitators, the interview included a questionnaire and investigated family engagement in and response to services using questions guided by Ecocultural theory. The relationships between service enrolment and family engagement with other family variables were investigated. Families emphasised quality above cost as the primary factor influencing participation in services. Child enrolment in an early childhood service and higher levels of family engagement with the service were significantly more likely when families perceived childcare to be safe, when there were high levels of family connectedness, and when families were involved in other professionals (e.g. social welfare). The findings highlight the importance of taking a community- and family-focused approach to understand more fully the barriers and facilitators to family involvement in early childhood services.
      PubDate: 2014-06-26
       
  • Chinese Kindergarten Teachers’ Perceived Changes in Their Teaching
           Philosophies and Practices: A Case Study in a University-Affiliated
           Program
    • Abstract: Abstract Early childhood education in China has a dynamic history of educational reform. The objective of this study was to examine kindergarten teachers’ current perceptions of educational philosophies and practices. As a consequence of globalization, researchers also examined what teachers perceived their international colleagues should understand regarding the current state of early education in China. Researchers employed qualitative methodology and a phenomenological approach. Eight master teachers and former teachers/current administrators in a university-affiliated kindergarten program in a major urban city on mainland China participated in a semi-structured focus-group guided by a series of open-ended questions. Results of systematic analysis of transcripts revealed five themes: (1) the kindergarten curriculum reflects changes in China’s educational goals, the view of child, and needs of the country; (2) contemporary kindergarten practices reflect a philosophical change from whole group, teacher-led instruction to inclusion of individualized, child-guided experiences; (3) the physical classroom environment reflects revised educational goals and the child as an actively engaged participant in his/her own learning; (4) kindergarten teachers purposefully engage families as partners in the child’s education, and (5) teachers suggest that international colleagues should understand the current philosophy of education developed within the Chinese culture. Teachers’ perceptions confirm the major pedagogical change from traditional teacher-directed practice to adaptation of Western child-centered philosophies; however, these results may not represent other programs in China. Implications for educators internationally suggest that pedagogical change is a gradual process of assimilation, not without challenges and requiring significant investment by teachers directly responsible for the translation of philosophy to practice.
      PubDate: 2014-06-03
       
  • Do Children in Montessori Schools Perform Better in the Achievement
           Test? A Taiwanese Perspective
    • Abstract: Abstract The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study. Children’s scores were measured by Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that students who had Montessori experience had a significantly higher score in language arts in all three grade levels. In math, first grade students scored higher but not second and third grade students. However, in social studies, students who had received Montessori education did not score significantly higher than the non-Montessori students. There was also no significant difference between the number of years spent in Montessori programs and students’ language arts, math, and social studies test scores in first, second, and third grade.
      PubDate: 2014-05-23
       
  • Utilizing a Global Environmental Assessment Tool to Facilitate
           Professional Development: The Voices of Kindergarten Teachers in Italy
    • Abstract: Abstract This international research project examined the value of utilizing an early childhood program assessment instrument as a tool for in-service professional development and self-reflection for kindergarten teachers in Parma, Italy. Teacher educators from universities in Italy and the USA conducted the study collaboratively. Goals of the study were to engage the kindergarten teachers in testing the ACEI-GGA tool in Italy for validity and reliability; utilize the tool as a means of self-reflection and study of the classroom context; and enhance the teachers’ feelings and attitudes about the program assessment process. Data sources were the kindergarten teachers who utilized ACEI-GGA tool in their classrooms as a means of evaluating their practices and determining the clarity and ease of use of the assessment tool in Italian kindergarten classrooms. Teacher responses provided the researchers with helpful information on the clarity of the items across the five content areas or domains, especially the content area related to “serving children with special needs and their families.” Results indicate that the kindergarten teachers benefited from the use of the program assessment tool for professional development purposes. In addition, the kindergarten teachers provided helpful feedback on the clarity and usefulness of the tool.
      PubDate: 2014-03-07
       
  • Not Babies Anymore: Young Children’s Narrative Identities in Finnish
           Day Care Centers
    • Abstract: Abstract With the aim of deepening understanding of young children’s identity construction, the study explores small stories produced in a Finnish day care center context. Small stories are understood as identity-constituting social practices that occur and recur in day care settings. Taking ideas on narrative ethnography as starting point, research material was collected by participating in the everyday life of children, as well as observing and listening to children. This paper draws on small stories, co-constructed over the course of 6 months in Violets, a group of children ranging between 1 and 3 years old. The findings of the study illustrate the dynamic and multiple nature of children’s narrative identities. Identity construction emerges as a process involving age, social status, emotions, peer relationships, and gender. In this paper, we reflect on our findings by retelling the story of one child, Joni. The study highlights pedagogical practices, the material environment, and the quality of interactions as important elements of children’s identity construction. It calls for critical reflection on how children’s sense of who they are is supported in the pedagogical practices of day care centers.
      PubDate: 2013-12-20
       
 
 
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