Children have immense curiosity, a thirst for knowledge and a questioning attitude. They are innate scientists. The challenge for early childhood educators is to fuel this curiosity through the ...provision of appropriate learning experiences and an engaging environment within early learning centres. This paper presents a detailed case study of how a pre-service teacher implemented forensic science as a form of scientific inquiry, in a preschool classroom for four-year-old children. Using the theme of We're going on a (forensic) bear hunt!, a series of integrated and engaging experiences was delivered that allowed the children to solve the class mystery of who left behind the (bear) footprints. This paper describes the concept, process and skills of scientific inquiry, outlines the basic principle of forensic science, provides a detailed description of the children's learning experiences, and interprets these experiences in relation to developing children's scientific inquiry skills: exploring and predicting, observing and recording, using equipment, using observation as evidence, and representing and communicating. It also illustrates how young children can readily engage in inquiry-based learning; educators, however, must provide the opportunities and support to stimulate this learning. In summary, the paper argues that a complex topic such as forensic science can be successfully implemented with young children, highlighting the competence of these children.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In a time of reform for children's services in Australia, this paper explores the current mentoring programs on offer to the early childhood sector in the state of Victoria. The commissioned research ...involved the mapping of existing mentoring programs, supported by an extensive literature review. A thematic analysis of the data identified the following aspects as impacting on the success of the programs: the value placed on mentoring; the mentor's role; the level of support and training for mentors; the availability of resources; the divisions between mentoring and other management functions; tailoring of mentoring to individual professional desires and needs; and the presence or absence of formal evaluations to inform the future success of programs. The questions raised by this research prompt further consideration as to what mentoring for early childhood practitioners should look like in the future, especially related to collaborative practice and the balance between autonomy and guidance. Author abstract
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article presents the findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to ...engage with early childhood education and care services. The study targeted seven disadvantaged communities in New South Wales (Mt Druitt, Wollongong, Nowra, Bathurst, Taree, Broken Hill and Tweed Heads. The workers identified three key barriers to family participation: transport difficulties, family embarrassment or 'shame', and community division. Facilitation of family engagement was argued to require an acceptance of individual families as well as the embracing of culture and the wider Indigenous community. In addition, the interviewees stressed the importance of ongoing and appropriate training and support for Indigenous early childhood professionals. The article contributes to the growing body of research to inform practice in early childhood settings that serve families with complex support needs, and highlights the importance of cultural knowledge and respect. Author abstract, ed
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The study provides a two-year reflective overview of the professional development process of one early education professional team (RODACIE: Romanian Danish Center for Integrated Education Center in ...Bucharest). This paper reflects on various materials gathered within a three years action-research project in which the authors are involved. More specifically we discuss results of photo analysis of everyday interactions with children and a self-assessment tool on professional practices of RODACIE staff. Both photos and self-assessment tools give practitioners the opportunity a) to reflect on their professional practices in relation to everyday interactions with children and b) to focus on their own practices in relation to different formal indicators of professional development through their own cognitive and emotional interpretation of practice. Main topics approached through crosscutting analysis of written, spoken and visual materials are the following: health and nutrition, care and development, planning and spontaneous, body and mind, autonomy and discipline, competition and cooperation etc.
연구목적 본 연구의 목적은 Borich분석과 LF모형을 중심으로 유아 웰빙 교육과 관련된 요소를 살펴보고, 교육을 위해 필요한 교사들의 인식은 어떠한지 알아봄으로써 유아 웰빙에 대한 심층적 이해를 도모하는 것이다. 연구방법 Borich 요구도 공식을 활용하여 요구도 값을 산출하고 우선순위를 선정하였다. 다음으로 요구도 분석 결과를 The Locus for ...Focus Model을 활용하여 도식화하였다. 결과 첫째, 유아 웰빙교육에 대한 유아교사의 영역별 요구도 및 우선순위를 살펴본 결과, ‘유아 웰빙교육을 위한 교사의 역할’이 가장 우선순위가 높았으며, LF모형 HH분면에 위치해 최우선순위로 도출되었다. 둘째, 유아 웰빙 교육에 대한 유아교사의 문항별 요구도 및 우선순위를 살펴본 결과, ‘유아의 웰빙영역’의 하위 문항인 ‘심리적 영역’이 가장 우선순위가 높았으며, LF모형 HH분면에 위치해 최우선순위로 도출되었다. 결론 첫째, 교사들의 어려움이나 고민 등을 지속적으로 해결할 수 있도록 유아 웰빙 교육을 실천하는 교사들의 경험사례를 공유할 수 있는 협력적인 네트워크를 구축해야 할 필요가 있다. 둘째, 유아 웰빙을 구성하는 요소로 신체적 영역, 사회적 영역, 정서적 영역, 심리적 영역, 인지적 영역, 경제적 영역을 제시하면서 다각도에서 유아의 웰빙을 지원하기 위해 노력해야 한다. 본 연구는 유아의 웰빙 교육에 대한 유아교사의 인식을 확인함으로써 향후 바람직한 유아 웰빙 교육 실행을 위한 정보를 제공하고, 유아의 웰빙 교육을 위한 교사교육프로그램의 발전적인 방향모색의 시사점을 제공할 수 있다는 점에서 연구 의의가 있다.
Purpose The purpose of this study is to examine the factors related to early childhood well-being education focusing on Borich Analysis and LF Model, and to foster a profound understanding of early childhood well-being by exploring educators' perceptions necessary for education. Methods Using the Borich demand formula, demand values were calculated and priorities were determined. Subsequently, the demand analysis results were visualized using The Locus for Focus Model. Results First, upon examining the domain-specific demand and priority of early childhood educators regarding early childhood well-being education, "the role of educators in early childhood well-being education" emerged as the highest priority, positioned in the HH quadrant of the LF model as the top priority. Second, upon examining the item-specific demand and priority of early childhood educators regarding early childhood well-being education, the sub-item "psychological domain" within "child well-being domains" emerged as the highest priority, also positioned in the HH quadrant of the LF model as the top priority. Conclusion Firstly, there is a need to establish a collaborative network to share experiences of practicing early childhood well-being education among educators, which would enable the continuous resolution of teachers' difficulties and concerns. Secondly, efforts should be made to support children's well-being from various perspectives by presenting physical, social, emotional, psychological, cognitive, and economic domains as components of early childhood well-being. This study holds significance in confirming early childhood educators' perceptions of well-being education for children, thereby providing information for future desirable implementation of early childhood well-being education and offering insights into the development of teacher training programs for promoting children's well-being education.
Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method ...study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in transition toward much greater ethnic, linguistic, and cultural diversification, few teacher preparation programs were found to offer classes on diversity or multicultural issues. This study sought to explore what variables might impact participant teachers' level of multicultural teaching competence. The present study identifies three components of multicultural teaching competence (i.e. knowledge, skills, and sensitivity) and suggests positive ways to develop each component.
Increased national and international attention towards early childhood education has resulted in the development of an Australian Early Years Learning Framework (EYLF) called 'Belonging, Being and ...Becoming' (DEEWR, 2009) for realising agreed practice, principles and outcomes. The EYLF highlights the importance of educators using intentional teaching to deliberately promote many important elements of early education. These include children learning about conceptual development, skills and values. In this article the authors show how a new teaching approach called 'Slowmation' (abbreviated from 'Slow Animation'), a simplified way for children to co-construct a stop-motion animation, can be used to support intentional teaching in early childhood settings. They present the outcomes of two exemplars (one from Singapore and one from Sydney, New South Wales), which used video and field observations to document how scientific concepts become conscious to both children and preservice teachers as they co-constructed Slowmation creations. In drawing upon cultural-historical theory, the authors argue that Slowmation provides a mediating context where a system of interdependent concepts can be held constant, while the relations between a particular everyday concept and scientific concept can be interrogated through action and thought. Slowmation is an innovative way of realising intentional teaching in early childhood settings as young children co-construct digital animations about science concepts. Author abstract, ed
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects ...within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The data were analysed using patterns of common reference to relationship issues. Findings of the study identified trends of power which present a powerful mentor and an empowered student teacher in relation to practicum issues. Both parties exhibited powerful behaviour in different situations, suggesting that a healthy professional relationship allows for parallel contribution. Thus, when considering teaching practicum for student teachers and programmes for mentors, an elaborated discussion on the diverse facets of power should take place.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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