Australian early childhood education and care ECEC has faced a series of change and reform since 2009, including the introduction and later revisions of key curriculum and qualify frameworks, ...increased qualifications, shifting theoretical knowledge and pedagogies, and challenges from the COVID-19 pandemic. Consequently, early childhood professionals ECPs have been confronted with a succession of substantial changes impacting their professional practice. This paper reports on a qualitative, post-structural study identifying workplace and learning discourses as key influences for the reform engagement of eleven ECPs from kindergarten settings in Victoria, Australia. Foucauldian Discourse Analysis FDA revealed specific subjective positions and discursive practices among participants. Recommendations are offered to address issues related to the uptake of reform initiatives. It is anticipated that these findings May generate greater opportunities to support our existing, emerging and future generations of ECPs as they lead the transformation of ECEC and transition through complex times of uncertainty.
Drawing on the job demands-resources model and effort-recovery model, this two-wave study among preschool teachers explored whether job demands (i.e., workload and surface acting) increase ...work–family conflict over time. The authors further predicted that job resources (i.e., supervisor support and the perceived meaning of work) as well as recovery experiences during after-work hours (i.e., psychological detachment and relaxation) act as buffers and mitigate the detrimental effects of job demands on work–family conflict. This study was conducted among 337 preschool teachers in Chinese societies over the period of 1 year. In line with these hypotheses, results indicated that job demands (i.e., workload and surface acting) significantly increase work–family conflict over time and, more importantly, job resources and recovery experiences during after-work hours protect against increased work–family conflict over time despite high job demands. These findings contribute to work–family research and show how the detrimental impacts of job demands on the family domain can be prevented through enhancing job resources and fostering well-functioning recovery experiences during after-work hours.
Recent early childhood education and care (ECEC) reforms across the globe are placing greater emphasis on the intentionality of educators' pedagogy. In Australia, a National Quality Agenda (NQA) has ...significantly reformed ECEC through the country's first national learning framework, which demands educators take a more intentional (active) role in teaching a play-based curriculum. Because educators' capacity to confront these challenges will be reflected in their perspectives, a case study of educators' perspectives on learning through play was conducted shortly after the new framework's introduction to the field. A cultural-historical framing provided a contextualised, deductive analysis of educators' practices and values. Findings indicated educators believe children's learning from their play was associated with educators' passive rather than active practices. Rather than intentional, it seemed to be merely coincidental that child-chosen play resulted in learning of curriculum content. Consistent with other countries where educators appear torn between curricular demands for adult-driven outcomes and a pedagogy of play, findings indicate educators were adept at justifying child-determined learning in relation to adult-determined curricular demands. However, the findings pinpoint exactly where and how educators lacked support to actively engage with and extend child-initiated play for learning.
The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing ...education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.
In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (
r
= 0.63,
p
< 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
Over the course of the past decades, the discourse, pedagogy, scope, and delivery of early learning and child care (ELCC) has undergone myriad significant changes internationally, nationally, and at ...local levels. Prince Edward Island (PEI), the smallest Canadian Province, has not been exempt from these transformations. By situating early childhood educators (ECEs) at the centre of ecological multilevel environments (Bronfenbrenner, 2005), this qualitative study explored how a system-wide change implemented through the Prince Edward Island Preschool Excellence Initiative (PEIPEI) has impacted and is being impacted by ECEs over time. Purposive sampling was used to invite seven early childhood educators working on provincially regulated early years centres (EYCs) to participate in individual interviews. Findings indicated that ECEs have been striving to navigate and merge the space in-between policy and practices and that after ten years, they remain in this liminal space where they continue to navigate unravelling transitions as they search for their professional identity.
The primary goal of this study is to measure the improvement in early childhood educators' knowledge of the five social-emotional learning (SEL) competencies post-training in India. Furthermore, the ...aim is to evaluate the effectiveness of educators' training modules on the SEL knowledge of preschool educators. In addition, the aim is to support educators in contemplating their feelings and knowledge of SEL since it is vital for individual and career growth. However, studies concerning early childhood educators' SEL knowledge in Punjab, India, are scarce. As a result, this study investigated 100 preschool educators' knowledge of SEL competencies using a survey, a training session, and a self-reported questionnaire. The data were analyzed in SPSS, and pre and post-training results were compared using the paired samples t-test. The findings revealed a significant difference in educators' knowledge of SEL after training in the Ludhiana and Patiala cities of Punjab. The outcomes emphasize the importance of continuously and effectively training early childhood educators to develop their knowledge of SEL skills for self-growth and preschool students' holistic development.
Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is ...the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills.
An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service).
A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined.
Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were ...2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.
Injuries are very common and can occur at any point of time in a day. Unintended injuries in kindergarten children are the most common and need immediate life saving care which is known as first aid. ...This study aimed to investigate knowledge, attitude, practice, and associated factors of first aid among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia.
A cross-sectional study was conducted among kindergarten teachers. Data was collected using pretested, structured and self-administered questionnaire S1 File. The collected data was entered in to Epi Data version 3.1 software and analyzed using SPSS version 20. Logistic regression analysis was used to identify association between kindergarten teachers' knowledge and attitudes towards first aid and different variables. Odds ratios with 95% CI and p<0.05 were computed to determine the presence of the association.
One hundred and ninety-four teachers participated in the study with a response rate of 95%. Only 40% of the teachers were knowledgeable and 75% of them had positive attitude for first aid. Eighty percent of teachers encountered with children in need of first aid. Kindergarten teachers older than 35 years AOR = 4.2, 95%CI: (1.02, 16.9), five years' experience AOR = 3.1, 95%CI: (1.2, 7.6), having previous first aid training AOR = 3.1, 95%CI: (1.2, 7.7), source of first aid information and teachers serving in private kindergarten are associated with having knowledge of first aid. Long time experience, type of kindergarten, previous training, and exposure to children in need of first aid were positive association with attitude towards first aid.
Low first aid knowledge and high positive attitude among kindergarten teachers. Having long time experience, being older age, previous first aid training, and serving in private kindergarten were positively associated with first aid knowledge and positive attitude. Creating awareness and including first aid courses in the kindergarten teachers' curriculum need to be considered.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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