Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively ...embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has been growing recognition of the importance of mathematics learning in early childhood education as foundational for later learning. This newly developed assessment - the Numeracy and Mathematics Block-Based Assessment (NUMBBA) - aims to embed formative assessment practice within multiple pedagogies for play and learning. The results from the qualitative component of a larger mixed-methods study examined how this validated tool was used by 16 early childhood educators. Thematic analysis of semi-structured interviews revealed shifts in educators' knowledge of mathematics, perceptions of children's abilities, attitudes towards mathematics and assessment, and approaches to intentional mathematical pedagogy and practice.
Theory strengthens the methodological and interpretive stance of a research study and is most fruitful when theoretical understandings are shared within collaborative research teams. This paper ...describes an approach to engaging productively with a theory, specifically the theory of practice architectures. Such engagement enabled the use of the theory for data gathering and analysis within an Australian mixed-methods research study - Exemplary Early Childhood Educators at Work. Within the study, the theory offered a substantive lens for exploring exemplary educator practices and the organisational arrangements within early childhood education (ECE) sites that made those practices possible. The 'unpacking' of the theory of practice architectures led to the development of a suite of resource materials. This paper acts as an invitation to interact with and think on a practice theory and provides insight into the positive transformation of educational practices for the benefit of individuals and society.
A child's early movement and active play experiences influence their attitudes towards physical activity throughout their childhood and into adulthood (Blair, 1992). Yet, it has been suggested that ...early childhood educators (ECEs) may not recognize the importance of, or give enough attention to, movement skills and physical development opportunities for young children (Clark, 2014; Whitehead, 2010). The education, or lack thereof, that ECEs receive could be an important factor. International comparisons of overall ECE preparation and training have demonstrated that some countries' ECEs are more highly educated than others (Howells and Sääkslahti, 2019). Using a case study approach, this paper conducts an analysis and comparison of three countries to examine the value and role of physical activity/movement education for ECEs to enable them to support physical literacy development in early childhood educational settings. In addition, lessons learned from creating such educational opportunities in the context of their various locations (Manitoba in Canada, Kent in England, and Escambia County, FL in U.S.A.) are discussed. A purposeful sample was used as these countries have relatively low levels of educational requirements for ECEs, yet children start attending early years’ education from the earliest life points (Howells & Sääkslahti, 2019).
Irreconcilable knowledges? Susan Grieshaber; Kate Highfield; Adam Duncan ...
Australasian journal of early childhood,
2024, 2024-01, Letnik:
49, Številka:
1
Journal Article
Recenzirano
This article considers the realm of knowledge in early childhood education (ECE); what knowledge is valued, and how different types of knowledge position children and educators. To this end, two ...different examples of practice informed by different types of knowledge are provided: one from an educator working in a long day care service (Duncan) and a second, a national assessment of young children's development, the Australian Early Development Census (AEDC). The two examples reflect practices that one might see in Australian ECE settings, and due to governance and regulations, both illustrations could be evident in the same context. Using a dialogic approach we provide an insight into the re- quirements of the everyday work of educators and the disparate and often irreconcilable understandings of knowledge that inform their everyday work. We conclude with some suggestions for more equitable approaches and identify some of the challenges of attempting to do this.
Partnering with families is an explicit regulatory and role requirement for early childhood educators, yet the emotional labour involved is implicit and relatively unacknowledged. While research has ...found that complex work demands jeopardise educator wellbeing – resulting in unprecedented turnover and attrition in Australia and internationally – little research has investigated emotional labour and associated educator wellbeing in relation to partnering with families. This article argues that the limited research on educators’ emotional labour with families and its ensuing invisibility may pertain to both its positioning within social constructivist and interpretivist paradigms that render such work as naturally inherent and to conceptualisations of emotional labour theory that entrench this work in maternalistic discourses. The article positions emotional labour theory within a critical feminist lens and as a worthwhile line of inquiry to extend this body of research and disrupt maternalistic discourses that diminish educators’ skilful labour. The potential affordances pertaining to the illumination of this work as skilful for early childhood workforce policy are considered.
Researchers of early childhood educators' practice have noted the usefulness of applying various conceptual and methodological resources to create accounts of complexity. This article contributes to ...an under-researched area, providing evidence of multi-tasking and task rotation as aspects of the complexity of early childhood educators' practice. The data regarding these aspects were generated in 46 focus groups conducted with 111 directors, teachers and assistants working in Australian early childhood education and care services. Findings of the thematic analysis of focus group data suggest that for participants, multi-tasking and task rotation were considered an integral and regular aspect of practice. Participants also described a range of ways services had to make these sometimes-challenging aspects of practice work for themselves, children and families. This article concludes with suggestions for making multi-tasking and task rotation more manageable through shared understandings and the creation of enabling conditions within early childhood work environments.
This study examined the relationship between knowledge sharing and sustainable happiness, and tested the multiple mediating effects of self-efficacy and helping behavior in this relationship. A ...survey was conducted in Taiwan to test the attitudes of preschool teachers toward sustainable happiness and several related factors. The questionnaire consisted of four latent factors: knowledge sharing, sustainable happiness, self-efficacy, and helping behavior. Partial least squares were used to analyze the sample data and examine both the reliability and validity of the latent factors of the questionnaire in the measurement model. Statistical analysis indicated that the measurement model was reliable, and multiple mediation analysis was performed for hypothesized relationships. The results of the multiple mediating analysis indicated that self-efficacy and helping behavior positively mediate the association between knowledge sharing and sustainable happiness. The sustainable happiness of preschool teachers is influenced by their perceptions of knowledge sharing about their career happiness and workplace well-being to achieve sustainable development goals. Their positive attitudes toward self-efficacy and helping behavior enhance their individual happiness and wellbeing and achieve a sustainable workplace, which contributes to global sustainability.
Early childhood educators play a critical role in the lives of young children, especially through their sensitive interactions. Educators’ capacities to engage in high-quality interactions are shaped ...by their mental health. Studies examining early childhood educators’ mental health often focus on psychopathology or negative aspects of mental health, despite the importance of understanding mental health through a well-being lens. This study explores the connection between two important areas of well-being: psychological and financial well-being. Using mixed methods, we examined 123 early childhood educators’ financial well-being and psychological well-being. Financial well-being predicted psychological well-being, but the relationship was curvilinear; those with the highest and lowest financial well-being had the highest psychological well-being. Qualitative findings suggest possible buffers for psychological well-being among educators with low-financial well-being and highlight struggles of those with low psychological well-being. Implications for how early childhood educators’ well-being might be supported with policy and practice initiatives are discussed.
Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the ...teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts. Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
While early childhood educators' mental health is important, it may also affect the well‐being and education of their students. Yet, little research has described the stress and stressors of early ...childhood educators (ECEs), particularly as the pandemic wanes. This pilot study aimed to (1) describe ECEs' psychological and physiological stress and (2) examine the association between ECEs' psychological and physiological stress levels with stressors. A convenience sample of 67 ECEs, serving children 0–5 years old, from 13 early educational centers completed surveys on psychological stress (perceived stress, anxiety, and depression), stressors (economic hardship, food insecurity, and adverse childhood experiences), and demographics in Fall 2021. A subsample of ECEs provided hair samples, analyzed for cortisol, to estimate physiologic stress. Regarding stress, 63% met the criteria for major depressive disorder and 41% for generalized anxiety disorder. Only 26% were taking medications to manage mental health. About 25% experienced the stressors of food insecurity and economic hardship, and 80% experienced at least one adverse childhood experience. Only education level significantly predicted perceived stress and depression—above and beyond stressors, household income, race, and age. The results have policy and practice implications for implementing evidence‐based solutions to buffer stress and stressors in ECEs.
Practitioner Points
About 63% of early childhood educators (ECEs) had major depression, and 41% had generalized anxiety disorder.
Around 23% of ECEs experienced food insecurity, and 23% economic hardship; 80% experienced at least one adverse childhood experience.
These ECE estimates are higher than national rates, suggesting the need to target the understanding and treatment of stress and stressors in ECEs.
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