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  Subjects -> EDUCATION (Total: 1445 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (17 journals)
    - EDUCATION (1215 journals)
    - HIGHER EDUCATION (95 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (1 journals)
    - ONLINE EDUCATION (22 journals)
    - SCHOOL ORGANIZATION AND ADMINISTRATION (8 journals)
    - SPECIAL EDUCATION AND REHABILITATION (25 journals)
    - TEACHING METHODS AND CURRICULUM (31 journals)

EDUCATION (1215 journals)            First | 1 2 3 4 5 6 7 8 | Last

Educational Reflective Practices     Full-text available via subscription   (Followers: 2)
Educational Research     Hybrid Journal   (Followers: 119)
Educational Research and Reviews     Open Access   (Followers: 5)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 8)
Educational Research Journal     Full-text available via subscription   (Followers: 16)
Educational Research Review     Hybrid Journal   (Followers: 97)
Educational Researcher     Hybrid Journal   (Followers: 98)
Educational Review     Hybrid Journal   (Followers: 20)
Educational Studies     Hybrid Journal   (Followers: 13)
Educational Studies : A Journal of the American Educational Studies Association     Hybrid Journal   (Followers: 7)
Educational Technology Research and Development     Partially Free   (Followers: 80)
Educationis     Open Access  
EDUCAUSE Review     Full-text available via subscription   (Followers: 180)
Educazione sentimentale     Full-text available via subscription  
Educere     Open Access  
Eesti Haridusteaduste Ajakiri. Estonian Journal of Education     Open Access  
Effective Education     Hybrid Journal   (Followers: 9)
Effective Practices for Academic Leaders     Full-text available via subscription   (Followers: 2)
Eğitim Bilimleri Dergisi     Open Access  
EĞİTİM VE BİLİM     Open Access   (Followers: 1)
El-Hikmah     Open Access   (Followers: 1)
Electronic Journal for Inclusive Education     Open Access   (Followers: 1)
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 4)
Elementary School Journal     Full-text available via subscription   (Followers: 9)
ELT Journal     Hybrid Journal   (Followers: 17)
ELTWorldOnline.com     Open Access   (Followers: 2)
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 4)
En Blanco y Negro     Open Access  
Encuentros Multidisciplinares     Open Access  
Encyclopaideia - Journal of Phenomenology and Education     Open Access   (Followers: 1)
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: 11)
English Language Teaching     Open Access   (Followers: 13)
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: 15)
Equine Veterinary Education     Hybrid Journal   (Followers: 8)
Equity & Excellence in Education     Hybrid Journal   (Followers: 3)
Espacio, Tiempo y Educación     Open Access  
Espacios en Blanco : Revista de educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access   (Followers: 1)
Estudos Históricos     Open Access   (Followers: 4)
Ethics and Education     Hybrid Journal   (Followers: 9)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 5)
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 10)
EURASIP Journal on Audio, Speech, and Music Processing     Open Access   (Followers: 5)
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 5)
European Education     Full-text available via subscription   (Followers: 7)
European Educational Research Journal     Full-text available via subscription   (Followers: 12)
European Journal for Education Law and Policy     Hybrid Journal   (Followers: 7)
European Journal of Education     Hybrid Journal   (Followers: 26)
European Journal of Education and Psychology     Open Access   (Followers: 11)
European Journal of Engineering Education     Hybrid Journal   (Followers: 2)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 1)
European Journal of Open, Distance and E-Learning – EURODL     Open Access   (Followers: 7)
European Journal of Physics Education     Open Access   (Followers: 4)
European Journal of Psychology and Educational Studies     Open Access   (Followers: 2)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 9)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 8)
European Journal of Teacher Education     Hybrid Journal   (Followers: 22)
European Physical Education Review     Hybrid Journal   (Followers: 5)
Evaluation     Hybrid Journal   (Followers: 11)
Evaluation & Research in Education     Hybrid Journal   (Followers: 18)
Evolution: Education and Outreach     Open Access   (Followers: 1)
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   (Followers: 1)
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: 19)
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   (Followers: 1)
Frontiers of Education in China     Hybrid Journal  
Frontline     Full-text available via subscription   (Followers: 17)
Frontline Learning Research     Open Access  
Frühe Bildung     Hybrid Journal   (Followers: 2)
GEMS : Gender, Education, Music, and Society     Open Access   (Followers: 2)
Geographical Education     Full-text available via subscription   (Followers: 3)
Gifted Child Quarterly     Hybrid Journal   (Followers: 7)
Gifted Children     Open Access   (Followers: 1)
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: 2)
Global Perspectives on Accounting Education     Full-text available via subscription  
Global Studies of Childhood     Full-text available via subscription   (Followers: 1)

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover   International Journal of Early Childhood
  [SJR: 0.295]   [H-I: 8]   [5 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
   Published by Springer-Verlag Homepage  [2281 journals]
  • Children’s Violently Themed Play and Adult Imaginaries of Childhood:
           A Bakhtinian Analysis
    • Abstract: Abstract Children’s violently themed play has long been contentious within educational policy, parenting literature, and the academe, with conflicting views as to its immediate and long-term consequences. Yet, little attention has been given to the way in which the meanings and values attributed to childhood influence these debates. Drawing on an ethnographic study of a Nursery in London, England, this article explores the different ideas about childhood contained within policies of the setting and educators’ responses to children’s violently themed play. The article draws on the work of the Bakhtinian circle to suggest educators’ complex and ambiguous responses to violently themed play need to be understood in relation to broader social contradictions connected to childhood, adult–child social relations, and early childhood education. Bakhtinian theorising is offered as an important resource for opening up meaningful dialogue about contentious issues in early childhood practice, including to taken-for-granted assumptions about childhood and violently themed play.
      PubDate: 2015-08-01
       
  • Framing Young Children’s Humour and Practitioner Responses to it
           Using a Bakhtinian Carnivalesque Lens
    • Abstract: Abstract This article presents findings from a pilot study offering an alternative framing of children’s humour and laughter in an early childhood education setting. It employs a Bakhtinian carnivalesque lens to explore the nature of children’s humour in an urban nursery and investigate the framing of children’s humour and laughter outside the popular paradigm of developmental psychology. In addition, it addresses the challenge that children’s humour can present for early childhood practitioners, turning to Bakhtin’s analysis of carnival to frame children’s humour as carnivalesque. This conception is then offered as a part of a potential explanation for practitioners’ occasional resistance to children’s humour, proposing that dominating, authoritative discourses within early childhood education play a significant role in this. The article draws on a number of theorists, including Bakhtin more widely, to address reasons why humour is not valued pedagogically within the UK early childhood field and suggests that further research in the area is imperative, in order that we gain a better understanding of the place and significance of children’s humour within early childhood practice.
      PubDate: 2015-08-01
       
  • Parental Perceptions of Child Care Quality in Centre-Based and Home-Based
           Settings: Associations with External Quality Ratings
    • Abstract: Abstract The current study examined how parental perceptions of child care quality were related to external quality ratings and considered how parental perceptions of quality varied according to child care context (home-based or centre-based settings). Parents of 179 4-year-old children who attended child care centres (n = 141) and home-based settings (n = 38) in Montreal, Quebec, as well as their educators, participated in the study. Parents were interviewed using the Child Care Satisfaction Rating Scale, a measure of parent perception of child care quality. The home-based and centre-based child care settings were evaluated by research assistants using the Quebec Educational Quality Observation Scale. Correlational analyses revealed significant associations between global satisfaction and quality scores, as well as subscale scores for parental and observational assessments of child care quality. In addition, Chi-square analyses revealed that parental satisfaction with the parent–educator relationship and with their child’s emotional well-being in child care was stronger for children in home-based settings than in centre-based care. This research provided empirical support for parents’ ability to discriminate quality child care. It is argued that quality assessment should take the perspectives of multiple stakeholders into account.
      PubDate: 2015-07-30
       
  • Becoming Bilingual: Children’s Insights About Making Friends in
           Bilingual Settings
    • Abstract: Abstract The majority of the world speaks more than one language, yet the impact of learning a second language has rarely been studied from a child’s perspective. This paper describes monolingual children’s insights into becoming bilingual at four time points: 2 months before moving to another country (while living in Australia), as well as 1, 6, and 12 months after moving to Germany. The participants were two monolingual English-speaking siblings (a male aged 7–8 years and a female aged 9–10 years) who subsequently learned to speak German. At each of the four time points, interviews were undertaken with each child using child-friendly drawing and questionnaire techniques. Three themes were identified: (1) the children’s awareness of language competence, (2) inclusion factors, and (3) exclusion factors that influenced friendship formation. The impact of language ability on making friends was a dominant theme that arose across the four time points and was triangulated across data collection methods. The children made friends with others who had similar language competence in German, even though they were younger, and did not share the same first language. Age-matched peers who were more competent in German were less likely to be described as friends. Across all three themes, the playground was highlighted by both children as the key site where becoming bilingual most strongly impacted initiation and negotiation of friendships. Becoming bilingual impacted the children’s friendship formation and socialisation opportunities with more competent language users.
      PubDate: 2015-07-23
       
  • Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation
           Practices
    • Abstract: Abstract This article examines how material objects such as photographs, papers and computers influence documentation practices in a Swedish preschool. The importance of teacher documentation is emphasized in the 2010 revised Swedish preschool curriculum as a means of evaluating preschool quality. However, the curriculum gives no specific guidelines about documentation. A quality audit has found that teachers are unsure about how to document their practices and records. The curriculum also requires children’s participation in documentation. This research uses video-recordings from two groups of children in one Swedish preschool to analyse teachers’ documentation practices with children. The video-recordings were analysed, combining theories of power relations with post-humanism. This article reviews two documentation activities: pedagogical documentation and evaluation documentation. The findings indicate that the complexity of preschool documentation, as described in earlier research, is increased when materials and participants are taken into account by the intra-actions of entities such as teachers, children, photographs and colour-coded labels (sticky dots). The manner in which the teacher and the children were able to negotiate a narrative was conditioned by the photographs and the colour-coded labels that teachers used to evaluate the documentation and which were given quite different meanings by the children.
      PubDate: 2015-07-14
       
  • “I Have to Rest All the Time Because You are Not Allowed to
           Play”: Exploring Children’s Perceptions of Autonomy During
           Sleep-Time in Long Day Care Services
    • Abstract: Abstract Daytime sleep is a significant part of the daily routine for children attending early childhood education and care (ECEC) services in Australia and many other countries. The practice of sleep-time can account for a substantial portion of the day in ECEC and often involves a mandated sleep/rest period for all children, including older preschool-aged children. Yet, there is evidence that children have a reduced need for daytime sleep as they approach school entry age and that continuation of mandated sleep-time in ECEC for preschool-aged children may have a negative impact on their health, development, learning and well-being. Mandated sleep-time practices also go against current quality expectations for services to support children’s agency and autonomy in ECEC. This study documents children’s reports of their experiences of sleep-time in ECEC. Semi-structured interviews were conducted with 54 preschool-aged children (44–63 months) across four long day ECEC services that employed a range of sleep-time practices. Findings provide a snapshot of children’s views and experiences of sleep-time and perceptions of autonomy-supportive practices. These provide a unique platform to support critical reflection on sleep-time policies and practices, with a view to continuous quality improvement in ECEC. This study forms part of a programme of work from the Sleep in Early Childhood research group. Our work examines sleep practices in ECEC, the subsequent staff, parent and child experiences and impacts on family and child learning and development outcomes.
      PubDate: 2015-06-19
       
  • Who is Bakhtin?
    • PubDate: 2015-06-18
       
  • Bringing Dialogism to Bear in the Early Years
    • PubDate: 2015-06-18
       
  • Didactic Approaches to Child-Managed Play: Analyses of Teacher’s
           
    • Abstract: Abstract This article explores the nature of teachers’ involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of “pedagogical tact”. Qualitative material was gathered from observations and video recordings of children and their teachers in the kindergarten and the after-school programme, and interactional situations were analysed. The findings show that in both institutions, teachers’ involvement follows three main approaches: surveillance, an initiating and inspiring approach, and a participating and interactional approach. Whether surveillance is based on judgments about safety or about rules, it seems to hamper the children’s play. Children in both institution types seem to like when teachers’ involvement included the initiation of new activities. Such activities often transform into child-managed play. Teachers’ inspiring communications and interactions were also characterised by recognition and acknowledgement, and this approach appeared to promote child-managed play. It seems important that a surveillance approach does not overshadow an initiating and inspiring approach or a participating and interactional approach in interactional situations through which teachers act with pedagogical thoughtfulness and tact.
      PubDate: 2015-06-18
       
  • The Serious Joy and the Joyful Work of Play: Children Becoming Agentive
           Actors in Co-Authoring Themselves and Their World Through Play
    • Abstract: Abstract In most cultures, play seems to matter a great deal to young children. This is evidenced by the vast amount of time children spent playing and the combination of often unsurpassed passion, imagination, and energy which they invest in this activity. This paper explores why play matters through the lens of Bakhtin’s dialogic approach combined with Vygotsky’s developmental theory. In expanding upon their insights into a framework termed “the transformative activist stance,” we suggest that play offers unique opportunities for children to develop and exercise their agency, identity, and voice. While playing, according to this perspective, children discover how to be agentive actors—that is, unique persons who have an irreplaceable role in co-authoring social interactions, communal practices, and the world itself. In this complex endeavor, children sort out the difficult challenge of becoming unique, self-determined, and free persons within the communal world shared and co-created with others. Examples from video recordings of children’s interactive play in a naturalistic setting illustrate how play paves the way for children to collaboratively create and transform the world from their unique stances and positions. This approach suggests that play is serious work for children as they develop capacities for agency. Therefore, it is critically important that early education allocates ample time for this activity.
      PubDate: 2015-06-13
       
  • Reconceptualising Teacher–Child Dialogue in Early Years Education as
           a Moral Answerability
    • Abstract: Abstract This paper forms part of a study which used Bakhtinian concepts to explore the interactions between children aged from 3½ to 5 years and their teachers in two early childhood settings. The paper focuses on the dialogic research approach that was used as the methodological framework, whereby two of the teachers and the researcher engaged in collaborative discussions of selected video recordings of the teacher–child interactions. The study is underpinned by a view of education and thereby teacher–child dialogue as open-ended, and children are seen as active participants. For 4 weeks, spread over a period of 4 months, interactions between the children and the participating teachers were video-recorded. After each week of recordings, the teachers and researcher each selected one of the video clips that surprised or intrigued, and these clips were then discussed at a meeting. It is argued that a dialogic research approach created a more respectful relationship between teachers and researcher by giving the teachers opportunities to contribute to the interpretation of data and to act on these. Findings show that the collaborative discussions not only led to more complex understandings of teacher–child dialogue as uncertain and unfinalised, but also to transformative changes in the teachers’ practice with fewer structured, teacher-initiated activities and more open-ended opportunities for children.
      PubDate: 2015-05-28
       
  • Layers of Discourse in Preschool Block Play: An Examination of
           Children’s Social Interactions
    • Abstract: Abstract Mikhail Bakhtin’s philosophical orientation concerning dialogism offers a challenge to contemporary play theory. This study demonstrates the benefits of a Bakhtinian analysis of double voicing in early childhood programs. Bakhtin’s notion of dialogism, specifically Bakhtin’s ideas on genre and utterance, has received less attention in the analysis of play. Bakhtin’s conceptualization extends the notion of genre to all spoken utterances in play activities. The purpose of the present study was to examine the existence of Bakhtin’s typology of double voicing with preschool children as they talked and built structures with unit blocks. Bakhtin identified three basic varieties of double voice discourse: (a) unidirectional, (b) vari-directional, and (c) active discourse. The investigation took place in a preschool classroom that encourages a playful curriculum. Drawing on videotaped preschool classroom examples, preschoolers’ use of double voicing in the context of block play was analyzed. The data found the two types of passive double voicing: (a) unidirectional and (b) vari-directional, as well as active categories of hidden dialogicality, parody, and skaz. Bakhtin’s view of language acquisition is discussed by only a handful of early childhood play scholars, and this article suggests early childhood professionals use Mikhail Bakhtin’s double voicing typologies in classroom as a contemporary view for framing early childhood socialization and discourse.
      PubDate: 2015-05-22
       
  • The Work of the Eye in Infant Pedagogy: A Dialogic Encounter of
           ‘Seeing’ in an Education and Care Setting
    • Abstract: Abstract This paper examines the significance of a ‘look’ in infant–teacher dialogues in an early education and care centre in New Zealand. Drawing on Bakhtin’s principle of ‘visual surplus’ video recordings of two infants’, aged under 1 year of age, interactions with their teacher and teacher interpretations of these interactions were analysed in terms of the time it took for an infant to be ‘noticed’. The results revealed that teachers responded to infants’ initiations significantly faster when a ‘look’ accompanied verbal initiation than when it did not, while the length of the interaction did not depend on whether or not a ‘look’ was used to initiate an interaction. Different types of ‘looks’ (a gaze/glance/watch) were found to generate different responses and were given different values by teachers. Results also highlight the fact that ‘look’ initiations are often nested within language sequences that take place in a larger dialogic space of adults and peers. The findings point to the significance of the ‘work of the eye’ in understanding the complex nature of communications that occur between adults and infants in early childhood education settings.
      PubDate: 2015-05-22
       
  • Chronotopic Thresholds, Reflection, and Transformation of Supervision
           Experiences for Preschool Assistants in Norwegian Preschools
    • Abstract: Abstract To maintain team learning for assistants in preschools, dialogue and group discussions are important. These dialogues and discussions can happen both as a part of spontaneous supervision and as a part of an organized process of supervision. Bakhtinian theory of understanding and its notion of dialogue could be used to organize supervision of preschool assistants in Norway. In this study, the goal is to investigate how assistants in preschools in Norway experience supervision and explore how supervision practice could be organized through Bakhtinian ideas and the concepts of chronotopes and chronotopic thresholds. Pedagogical experiences that shift the thresholds of communication can provide a means of operating on the boundaries of meanings within pedagogical situations. These processes encompass reflection and transformation in understanding experiences. Surveys were completed by preschool assistants in 28 preschools and a series of interviews also conducted with administrative leaders, preschool teachers, and preschool assistants. The data indicated that assistants believe that opportunities for reflection and sharing of experiences with others at work would help them learn and become better professionals. It is important that preschool assistants are acknowledged and allowed to discuss their experiences and values. This, in turn, requires supervisors who are able to supervise from a holistic perspective.
      PubDate: 2015-05-10
       
  • Exploring Young Children’s Writer Identity Construction through the
           Lens of Dialogism
    • Abstract: Abstract Drawing on Bakhtinian dialogism and interactional sociolinguistics, the author explored how young English language learners become writers over time. With a focus on the children’s dialogic writing processes rather than their products, the author aimed to trace the children’s journey in becoming writers and make evident the evolvement of their identity as writers. In this light, their interactive discourses within and across particular but connected literacy events were studied. Discourse analysis was undertaken on the video segments and transcripts of three literacy events selected from different writing units across an academic year. It was found that the young writers evolved from “others as authors,” to “self as an author,” and to “self as a reflective writer” and the process of becoming a writer was ongoing and actively engaged multiple voices of the children, their teacher, and others. Further, the findings suggested that the dialogic becoming processes opened possibilities for young writers to discover and bring their different voices and selves to their writing and enhanced motivation relative to learning to write and writing to learn.
      PubDate: 2015-04-19
       
  • Editorial
    • PubDate: 2015-04-01
       
  • 2014 Panel of Referees
    • PubDate: 2015-02-21
       
  • Limes and Lemons: Teaching and Learning in Preschool as the Coordination
           of Perspectives and Sensory Modalities
    • Abstract: Abstract This article proposes a conceptualization of teaching and learning in early childhood education, as the coordination of perspectives held by children and teachers through engaging different sensory modalities in the learning process. It takes a sociocultural theoretical perspective. An empirical example from a routine mealtime situation is presented to illustrate the ideas. In the example, the teacher and young children, aged 1–3 years, engage in a dialogue about limes and lemons. Within this dialogue, over mealtime in a preschool, children and teachers interconnect experiences to make mutual sense. It is argued that teaching can be conceptualized in terms of coordinated actions and more specifically the coordination of communicated perspectives, modalities, and experiences. This notion of teaching is useful to clarify how teachers can support children’s learning in the collective arena of preschool. It highlights the social and communicative nature of teaching in a form appropriate to understanding this process in the context of this setting. Through coordinating perspectives, experiences and situations across time, the teacher is shown to facilitate the children’s participation, communication in a second language, and, per implication, learning.
      PubDate: 2015-01-10
       
  • 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
       
  • 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
       
 
 
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