Artículos de revistas: "Early childhood centres"

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Pearson, Landon. "Inuit Early Child Care Centres". Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, n.º 1 (24 de noviembre de 2016): 142–48. http://dx.doi.org/10.22215/cjcr.v3i1.80.

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The wisdom of the Inuit people (IQ) is a great resource to draw on for designing early childhood centres for all Indigenous children as well as for others in our increasingly diverse society. Respecting their rights, as the two settings described in this article do, can lighten the burden of trauma carried by so many children and, by building trust , release their humanity to the benefit of us all.

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Patil, Priyanka, Emma C. Alexander, Meghan Cupp, Monica Lakhanpaul, Meradin Peachey, Alexander Light y Logan Manikam. "Reducing childhood obesity: evaluation of an Early Years Nutrition programme in a deprived London borough". F1000Research 9 (7 de julio de 2020): 682. http://dx.doi.org/10.12688/f1000research.24382.1.

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Background: Childhood obesity is a growing global health concern, with far-reaching implications on health in childhood and in later life. Early intervention strategies are key to reducing childhood obesity. This study aims to evaluate the implementation of an Early Years Nutrition programme in the London Borough of Newham’s children’s centres. Methods: A service evaluation of the Early Years Nutrition programme was conducted at children’s centres within the borough. Information was collected on the sessions provided to parents by staff, breastfeeding promotion and nutritional topics the centres were displaying. Nutritional activities in each centre were assessed for compliance with the National Institute for Health and Care Excellence (NICE) guidelines. Results: Eight out of eleven (72.7%) centres participated. Parent sessions focused mostly on oral health (n=4/8, 50.0%). Display board topics most commonly related to generic health and wellbeing (n=4/8, 50.0%). All centres displayed the UNICEF breastfeeding logo and complied with the NICE guidelines for nutritional activities. Conclusions: The programme is consistent with NICE guidelines in the centres evaluated; however, further acquisition of data on obesity-associated factors specific to communities and preventive measures for reducing childhood obesity, such as increased parental and community engagement, promotion of breastfeeding and improved staff training, will help tailor similar programmes elsewhere with higher social and cultural acceptance.

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Podmore, Val, Le'autuli'ilagi Sauvao y Lia Mapa. "Transition to School from Pacific Early Childhood Centres". Early Childhood Folio 5 (1 de junio de 2001): 19–22. http://dx.doi.org/10.18296/ecf.0252.

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Podmore, Val, Le’autuli’ilagi Sauvao y Lia Mapa. "Transition to school from Pacific Early Childhood Centres". Set: Research Information for Teachers, n.º 3 (1 de noviembre de 2001): 7–10. http://dx.doi.org/10.18296/set.0764.

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Waniganayake, Manjula, Romana Morda y Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, n.º 1 (marzo de 2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.

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The roles and responsibilities of child care centre personnel are becoming increasingly demanding and complex. Management and leadership are different dimensions of the work of centre directors. However, these roles are not limited to directors only and may be performed by other centre staff. This paper is based on structured interviews with directors, teachers, and assistants who reflect on leadership and its meaning and growth in everyday work within child care centres. This is an exploratory study, linked to an international project on leadership in early childhood. Discussion will include some major findings and their implications for reconceptualising leadership in early childhood.

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Crowe, Kathryn, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone y Sarah Masso. "Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings". Child Language Teaching and Therapy 33, n.º 3 (10 de julio de 2017): 267–85. http://dx.doi.org/10.1177/0265659017717437.

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Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.

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Petrie, Kirsten y Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education". European Physical Education Review 24, n.º 4 (12 de abril de 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Mäntyjärvi, Marjo y Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres". Contemporary Issues in Early Childhood 20, n.º 1 (22 de febrero de 2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

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This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a context-dependent phenomenon constituted by shared meanings and relationships among leaders and other human actors in private centres. In order to achieve a multilevel picture of leadership enactment in private early childhood education and care centres, this study employed a mixed-methods approach. The data was collected through three online surveys and analysed both quantitatively and qualitatively. The findings revealed that private centres form a heterogeneous context for leadership enactment in Finnish early childhood education and care. Compared with practitioners and parents, the leaders were the most positive in their interpretations of the legislative changes. Specifically, the study found a gap between the leaders’ and parents’ evaluations of how the legislative changes had impacted daily praxis. The study calls for further research and tools for developing leadership enactment in private early childhood education and care.

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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres". Australasian Journal of Early Childhood 45, n.º 1 (1 de noviembre de 2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collected was interviews of the directors of 16 centres, 6 months after the programme. Findings found the programme to be effective in encouraging waste management practices as all centres changed practices to reduce or recycle waste. The majority of the centres had a staff member who championed environmental education and was an inspiration for other staff, but barriers to good waste management practices were experienced because of external stakeholders’ power over decision-making, owners not agreeing to make changes, and, internally, from having to maintain hygienic standards. Recommendations are made for future professional learning programmes.

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Kahuroa, Raella. "A sensory landscape of place as an invitation to belonging in early childhood settings". Early Childhood Folio 25, n.º 1 (1 de junio de 2021): 3–8. http://dx.doi.org/10.18296/ecf.0089.

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This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers’ documentation of curriculum experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children’s home countries within the curriculum in order to generate a sense of belonging. After introducing the topic and relevant literature, we describe the research design for the study and characteristics of the four participating early childhood centres. We then summarise representative comments about incorporation of the five senses within the centres, and set up an extended vignette of one centre. We assert that the sensory landscape of a place is a taken-for-granted and thus a largely overlooked aspect of early childhood pedagogy worthy of direct theory and practice attention.

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Farewell, Charlotte V., Emily Maiurro, Jamie Powers y Jini Puma. "The Healthy Environment Project: Promoting sustainable change in early childhood education settings". Health Education Journal 80, n.º 4 (21 de enero de 2021): 472–86. http://dx.doi.org/10.1177/0017896920988754.

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Objective: The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings. Design: Pre–post study design to assess the outcomes of the HEP intervention. Setting: Early childhood education providers representing 14 centres ( n = 117) and 30 homes ( n = 30) in Colorado, USA. Method: The Policy, System and Environment Change Process, which is an evidence-based strategic planning process based on intervention mapping, was facilitated in a professional development training format in 44 early childhood education settings. Results: Pre–post survey data ( n = 125) suggest that early childhood education providers’ familiarity with, knowledge of, and confidence related to the implementation of health-promoting policy, system and environment change significantly increased after the professional development training ( p < .05). No significant differences in these individual-level constructs were found between centre-based and home-based providers. The HEP also resulted in significant changes in environmental-level constructs; 154 total health-promoting changes (averaging 3.5 changes/setting) were implemented in 44 early childhood education settings. Conclusion: Facilitation of a strategic planning process in a professional development training format resulted in improvements in individual- and environmental-level constructs related to healthy eating and physical activity behaviours and provides a novel way to foster sustainable health-promoting environments in early childhood education centres and homes.

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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings". Australasian Journal of Early Childhood 42, n.º 3 (septiembre de 2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.

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Supprasert, Warunsicha y Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning". Asian Social Science 17, n.º 8 (31 de julio de 2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.

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This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.  Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that applying FSC techniques created a common future and successfully helped participants to understand past situations clearly and factors related to the problem. Three key strategies emerged to enhance FDC staff capacity including 1) organising ongoing training workshops to enhance staff knowledge and skills needed to achieve effective work performance, 2) building teamwork and 3) developing staff morale for working.

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Hayden, Jacqueline y John J. Macdonald. "Health Promotion: A New Leadership Role for Early Childhood Professionals". Australasian Journal of Early Childhood 25, n.º 1 (marzo de 2000): 32–39. http://dx.doi.org/10.1177/183693910002500108.

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This article argues that there is a need to articulate the link between concepts of health promotion and the early childhood tradition of quality care, and to establish child care centres as settings for health promotion. The World Health Organisation notion of health promotion is used to describe an approach to health which includes not only the absence of disease but also the facilitation of practices and the maintenance of environments which promote the wellbeing of children, families, staff, and community. The authors contrast the literature about health in child care settings with their findings from a recent study of health-related practices in centres in New South Wales. The review of the literature revealed predominantly cautionary information about child care usage, focusing on ways to minimise the spread of infectious diseases. In contrast, the research findings showed that, except for two areas (parent participation and community collaboration), health promoting activities are common and widespread within child care centres. The authors conclude that, through dissemination of appropriate information about quality child care, and with a change in attitude by health professionals, child care centres can become significant players—indeed leaders—in the area of health promotion.

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Boyd, Wendy y Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree". Australasian Journal of Early Childhood 44, n.º 1 (marzo de 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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Ebbeck, Marjory y Anne Glover. "Immigrant Families’ Expectations of Early Childhood". Australasian Journal of Early Childhood 23, n.º 3 (septiembre de 1998): 14–19. http://dx.doi.org/10.1177/183693919802300305.

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This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalities and differences between parents and teachers to seven questions about their expectations of preschool education.

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McLaren, Stuart J. "Noise and at-risk children in early childhood education centres". Early Childhood Folio 9 (1 de junio de 2005): 39–43. http://dx.doi.org/10.18296/ecf.0220.

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Paton, Grace. "Working together. Policy and practice in Scottish early childhood centres". European Early Childhood Education Research Journal 15, n.º 3 (septiembre de 2007): 441–54. http://dx.doi.org/10.1080/13502930701679742.

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Bates, Susan, Wyatt Page y Sue Stover. "The impact of noise in early childhood settings: A New Zealand perspective". Early Childhood Folio 25, n.º 1 (1 de junio de 2021): 20–25. http://dx.doi.org/10.18296/ecf.0091.

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Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac conditions. Noise as a chaos factor in early childhood settings undermines wellbeing of both adults and children. Because noise negatively impacts on quality relationship and communication, children’s language development is also impacted. Yet noise within New Zealand early childhood settings is under-researched, under-regulated, and under-monitored. Drawing on local and international research and on a survey of New Zealand early childhood teachers, this article recommends regulating for the creation of quieter environments for the benefit of teachers and learners, the adults and children in early childhood settings.

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Klages, Wiebke, Magritt Lundestad y Paul Robert Sundar. "Mentoring of newly qualified teachers in early childhood education and care centres". International Journal of Mentoring and Coaching in Education 9, n.º 1 (13 de diciembre de 2019): 103–18. http://dx.doi.org/10.1108/ijmce-02-2019-0040.

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Purpose The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Design/methodology/approach Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Findings Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. Research limitations/implications The study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action. Practical implications The study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders. Originality/value The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.

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Maharaj, Adita. "Unmasking the Phenomenon of Inclusion: Parents’ Perspectives on Early Childhood Curriculum". International Education Studies 14, n.º 3 (20 de febrero de 2021): 46. http://dx.doi.org/10.5539/ies.v14n3p46.

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This research sought to examine the curriculum planning/implementation processes involved in the public ECCE sector in a Caribbean country. One of the focal areas was the involvement and contributions by stakeholders with respect to ECCE curriculum at public ECCE centres. In order the capture data on this area, a qualitative approach was adopted. Two (2) focus group sessions with a total of twenty (20) parents were conducted at seven (7) public ECCE centres. The study yielded compelling evidence that there was limited parental involvement as it relates to curriculum and little to no awareness of the curriculum being implemented at their children’s ECCE centres. Recommendations were proffered in the form of an intensive stakeholder inclusion programme containing a myriad of strategies targeting the inclusion of parents.

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Gibbons, Andrew y Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand". New Zealand Annual Review of Education 25 (20 de julio de 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.

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When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.

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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai y Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya". Journal of Education and Practice 4, n.º 3 (15 de octubre de 2020): 26. http://dx.doi.org/10.47941/jep.458.

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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

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Nupponen, Hanna. "Leadership Concepts and Theories: Reflections for Practice for early Childhood Directors". Australasian Journal of Early Childhood 31, n.º 1 (marzo de 2006): 43–50. http://dx.doi.org/10.1177/183693910603100107.

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This paper proposes that effective leadership is a vital component in providing quality childcare services. It suggests that developing an enhanced understanding of effective leadership frameworks can be a starting point for a quality process and can forge a commitment to working towards excellence in early childhood centres, as well as be a tool for self-reflection. Theories of leadership are outlined for future preparation of leaders in a complex environment in which centres now operate

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Skjæveland, Yngve. "Learning history in early childhood: Teaching methods and children’s understanding". Contemporary Issues in Early Childhood 18, n.º 1 (13 de febrero de 2017): 8–22. http://dx.doi.org/10.1177/1463949117692262.

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This article discusses the teaching of history in early childhood education and care centres and children’s understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach history, how children respond to the teaching, and what kind of understanding of history and historical time children express. The findings are discussed in light of theories of history didactics. The teachers had positive experiences with the implementation of history projects and developed a variety of methods and teaching approaches. They also expressed a highly positive assessment of children’s ability to acquire knowledge of history. In particular, it appears that physical and bodily experiences, along with teachers’ storytelling, stimulated the children’s interest and understanding of history. Some of the older children – the five- to six-year-olds – expressed an emerging historical consciousness. This indicates that although historical understanding in early childhood might be limited, the teaching of history in early childhood education and care can lay the foundation for historical consciousness and its later development at school.

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Farquhar, Sandy. "Time in early childhood: Creative possibilities with different conceptions of time". Contemporary Issues in Early Childhood 17, n.º 4 (diciembre de 2016): 409–20. http://dx.doi.org/10.1177/1463949116677925.

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Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the intersection of several different forms of time. Despite this, we tend to focus on only one form of time – chronological time, a formulation that is at the basis of our western education system. Our understandings of time impact on the way we think about education and the way we teach children. Incorporating different understandings of time in the space of early childhood has transformative potential, the enactment of which is at the heart of a good education. This article accepts the need for young children to be familiar with social conventions to do with time, but also advocates for an expanded subjectivity that flourishes within alternative notions of time.

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Skjæveland, Yngve. "Teaching Cultural Heritage in Culturally Diverse Early Childhood Centres in Norway". History Education Research Journal 13, n.º 2 (1 de julio de 2016): 82–92. http://dx.doi.org/10.18546/herj.13.2.10.

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Gbadegesin, F., P. Jegede y H. Ajayi. "Occupational Stress of Caregivers in Early Childhood Centres, Oyo State, Nigeria". British Journal of Education, Society & Behavioural Science 4, n.º 12 (10 de enero de 2014): 1775–86. http://dx.doi.org/10.9734/bjesbs/2014/1332.

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Prieto Prieto, Josué, Natalia Galán Jiménez, Diana Barrero Sanz y David Cerro Herrero. "La sala de psicomotricidad para el trabajo de educación física en educación infantil: un estudio exploratorio (Psychomotricity room for physical education work in early childhood education: an exploratory study)". Retos, n.º 39 (25 de mayo de 2020): 106–11. http://dx.doi.org/10.47197/retos.v0i39.78398.

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La psicomotricidad se presenta como un tema de indudable relevancia dentro de las escuelas. Los estudios previos ponen de manifiesto las deficiencias en relación a la psicomotricidad, tanto en la formación del profesorado como en los espacios y materiales destinados para ella. El objetivo del estudio es analizar los espacios y equipamientos que presentan los centros educativos de Ávila (Castilla y León) para el trabajo de Educación Física (en adelante, EF) en Educación –Infantil (en adelante, EI). Todas las variables del estudio son registradas mediante una lista de chequeo compuesta por 31 ítems y estructurada en cuatro dimensiones (aspectos generales; pavimento; protección y seguridad; equipamientos). La muestra está formada por 17 centros educativos que impartían segundo ciclo de EI. Los resultados obtenidos muestran que ninguno de los centros cuenta con una sala psicomotora y el 71% de los centros utiliza el gimnasio para el trabajo de EF. Este estudio revela que los espacios destinados a la psicomotricidad presentan algunas deficiencias relacionadas con ventilación, iluminación, pavimento, protección o equipamientos. Se recomienda adecuar los espacios a las características de la sala psicomotora en pos de asegurar una calidad en el trabajo de EF en EI. Abstract. Psychomotricity is presented as a topic of undoubted relevance within schools. Previous studies reveal deficiencies in relation to psychomotricity, both in teacher training and the spaces and materials intended for it. The aim of the study is to analyze the spaces and equipment that the educational centres of Ávila (Castilla y León) present for physical education work in early childhood education. All study variables are registered through a checklist consisting of 31 items and structured in four dimensions (general aspects; pavement; protection and safety; equipment). The sample is based on 17 educational centres offering second cycle of early childhood education. The results obtained show that none of the centres have a psychomotor room, and 71% of the centres use the gym for physical education work. This study indicates that the spaces for psychomotricity present some deficiencies related to ventilation, lighting, pavement, protection, or equipment. It is recommended to adapt the spaces to the characteristics of the psychomotor room in favor of quality in physical education work in early childhood education.

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Fenech, Marianne, Linda J. Harrison, Fran Press y Jennifer Sumsion. "Using metaphor to illuminate quality in early childhood education". Australasian Journal of Early Childhood 45, n.º 2 (21 de abril de 2020): 197–210. http://dx.doi.org/10.1177/1836939120918482.

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This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that can highlight tangible and intangible quality contributors, how these contributors link together and the contextual specificity from which quality in individual early childhood education settings emanates.

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Mupondi-Masuka, Grace Sibusisiwe, Richard Nyika y Phebion Kangai. "Environment and Resource Challenges Faced by Early Childhood Development Centres in Gweru Urban High Density Suburbs". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, n.º 2 (28 de febrero de 2017): 142. http://dx.doi.org/10.21013/jems.v6.n2.p1.

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<div><p><em>The aim of the study was to analyse the resource and environment challenges faced by Early Childhood Development (ECD) centres within Gweru Urban high density suburbs. Availability of resources and quality of the environment are crucial components in the holistic development of all children (Bruce, 2004). This study sought to establish the specific nature of resources and environment challenges currently faced by ECD centres in the Gweru urban high density suburbs. In order to establish the dimensions and nature of this phenomenon, the study adopted the mixed method approach which used interviews, questionnaires, observations and document analyses to collect data. Six (6) ECD administrators from six (6) ECD centres and thirty (30) ECD teachers from ECD centres in Gweru High Density Suburbs were purposively sampled for the study. Results showed that inadequate provision of resource and environment requirements had bedevilled centres in the high density suburbs. The centres lacked funding resulting in failure to provide a suitable environment and needed resources. The teacher-pupil ratio was as high as 1:50 which was above the 1:20 ratio stated in the Statutory Instrument 106 of 2005. The study recommended that the Ministry of Primary and Secondary Education should not allow ECD centres to operate without meeting the requirements for ECD establishment. Parents and other stakeholders were also encouraged to contribute towards funding, construction and acquisition of resources for ECD centres. The study also recommended that government and council should provide free land for the establishment of ECD centres for both public and private centres. </em></p></div>

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32

Farrell, Ann, Collette Tayler y Lee Tennent. "Early Childhood Services: What can Children Tell us?" Australasian Journal of Early Childhood 27, n.º 3 (septiembre de 2002): 13–17. http://dx.doi.org/10.1177/183693910202700304.

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This paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two child care centres, two kindergartens/preschools, one playgroup, and one primary school. Seventy-six children aged three to eight years were asked, in informal conversations with their caregivers, to comment on their experiences in the service and to consider possible advice they might give to newcomers who were to take part in the service. Theoretical perspectives from the sociology of childhood are used to examine children's accounts of their lived experience in early childhood services.

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Wan Yunus, Farhana. "Practitioners’ Views on Learning Using Children’s Peer Interactions Amongst Under Three Year Old Children in Selangor, Malaysia". Asian Journal of University Education 15, n.º 3 (31 de diciembre de 2019): 54. http://dx.doi.org/10.24191/ajue.v15i3.7821.

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Research on children’s peer interactions shows many benefits for children’s development especially in developing children’s social competence. Drawing on a case study data from a study that investigated peer interactions among under-three-year-old children in three Malaysian childcare centres, this paper provides a picture of how the children’s peer interactions were understood by largely untrained practitioners at the start of the project, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall (VSR) interviews based on children’s peer interactions, and focus group discussions. The latter provided practitioners with an opportunity to deepen their thinking about children’s peer interactions and to begin to see them as linked with learning. In particular, the practitioners perceived that (i) play; (ii) familiarity; and (iii) having friends constituted important learning for children during peer interactions at their early childcare centres. This has implications for understanding the roles of early childhood education practitioners to children’s peer interactions as well as how practitioners can help support children’s learning to make a social difference. KEYWORDS: Children’s Peer Interactions, Practitioners, Early Childhood Education Centre, Video-Stimulated Recall Interviews, Focus group Discussions

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34

Fleer, Marilyn y Garry Hoban. "Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings". Australasian Journal of Early Childhood 37, n.º 3 (septiembre de 2012): 61–70. http://dx.doi.org/10.1177/183693911203700309.

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35

Colmer, Kaye, Manjula Waniganayake y Laurie Field. "Leading Professional Learning in Early Childhood Centres: Who are the Educational Leaders?" Australasian Journal of Early Childhood 39, n.º 4 (diciembre de 2014): 103–13. http://dx.doi.org/10.1177/183693911403900414.

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Boyd, Wendy. "The Tensions between Food Choices and Sustainable Practices in Early Childhood Centres". Australasian Journal of Early Childhood 40, n.º 4 (diciembre de 2015): 58–65. http://dx.doi.org/10.1177/183693911504000408.

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Warren, Jane, Wilma Vialle y Rose Dixon. "Transition of Children with Disabilities into Early Childhood Education and Care Centres". Australasian Journal of Early Childhood 41, n.º 2 (junio de 2016): 18–26. http://dx.doi.org/10.1177/183693911604100204.

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38

Podmore, Valerie N., Le'autuli'ilagi M. Sauvao y Lia Mapa. "Sociocultural Perspectives on Transition to School from Pacific Islands Early Childhood Centres". International Journal of Early Years Education 11, n.º 1 (marzo de 2003): 33–42. http://dx.doi.org/10.1080/0966976032000066073.

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39

Strooband, Karel FB, Rebecca M. Stanley, Anthony D. Okely y Rachel A. Jones. "Support to Enhance Level of Implementation in Physical Activity Interventions: An Observational Study". Australasian Journal of Early Childhood 43, n.º 1 (marzo de 2018): 25–33. http://dx.doi.org/10.23965/ajec.43.1.03.

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THIS ARTICLE AIMS TO DESCRIBE the level of implementation (LOI) of the Jump Start study, and examine the relationship between LOI changes and the support types provided to early childhood education and care (ECEC) centres. Direct observations were conducted in 21 ECEC centres at six months and 12 months after the start of the intervention. Each centre's LOI percentage was calculated and classified into high, medium or low implementers using objective criteria. Support strategies were determined by LOI at first observation. Pearson correlations between the support types and LOI were calculated using SPSS Statistics (version 23.0). In most cases (86%), ongoing support led to an increase in LOI, 17.5% on average. Phone calls were the only type of support significantly related to the positive LOI change (r = 0.532, p = 0.013). It was difficult to detect other effective support types due to the combined and small variance in support types provided to each centre.

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40

MacNaughton, Glenda. "A Strategic Approach to Collaborating with Parents for Gender Equity in Early Childhood". Australasian Journal of Early Childhood 22, n.º 1 (marzo de 1997): 23–29. http://dx.doi.org/10.1177/183693919702200106.

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This article draws on recent Australian research to explore the complexities of parental attitudes in relation to gender equity in early childhood programs. It describes parental attitudes to their children's involvement in centres where early childhood staff were implementing gender equity programs. Key ideas within feminist poststructuralism are introduced and used to discuss ways in which early years educators can use these ideas to plan a strategic approach to their gender equity work with parents.

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41

Liang, Xinyun (Meg) y Caroline Cohrssen. "Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature". Australasian Journal of Early Childhood 45, n.º 1 (8 de diciembre de 2019): 43–55. http://dx.doi.org/10.1177/1836939119885304.

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With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for further research that identifies how best to equip early childhood educators to ensure that all children and their families feel a sense of belonging and representation in their early childhood education settings.

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Jenkin, Chris Joyce. "Early Childhood Education and Biculturalism: Definitions and Implications". Teachers' Work 14, n.º 1 (19 de septiembre de 2017): 8–20. http://dx.doi.org/10.24135/teacherswork.v14i1.100.

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My doctoral research concerned implementing bicultural curriculum in mainstream early childhood centres in Aotearoa New Zealand. While I explored these ideas from an appreciative inquiry standpoint, some troubling aspects related to the notion of biculturalism occurred. In this article, definitions of biculturalism are examined, as is the relationship between bilingualism and biculturalism, as well as the growing move to replace power sharing implied by biculturalism, with multiculturalism. In addition to perusing the literature, data were collected through a survey of 76 early childhood respondents, in 2003. Generally, respondents had a positive definition of biculturalism. However, when considering whether bicultural practices were a positive expression or not academic literature was divided. What was interesting in Aotearoa New Zealand was overall those promoting biculturalism were Pākehā and those opposed were Māori. One conclusion I draw is that the term Tiriti-based better captures the intention of partnership than biculturalism.

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Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey y Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong". Australasian Journal of Special Education 39, n.º 2 (25 de marzo de 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.

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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.

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Cress, Susan W. "A Focus on Literacy in Home Day Care". Australasian Journal of Early Childhood 25, n.º 3 (septiembre de 2000): 6–11. http://dx.doi.org/10.1177/183693910002500303.

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A survey was conducted to look at some of the basic activities and materials of the literacy environments in home day care centres in St Joseph County, Indiana, USA. The literacy environments of preschools and centres, as well as the home environments of early readers, were used to provide the initial framework for the discussion. Results of the survey indicate that, although some of the home day care centres do provide a conducive literacy environment, other children do not have access to basic materials and activities. Suggestions are provided for early childhood educators in advocating for supportive literacy environments in home day care centres.

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Knauf, Helen. "The Mediatisation of Professional Pedagogical Practice - Social Networks in Early Childhood Education and Care". MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 2016, Occasional Papers (15 de diciembre de 2016): 20–36. http://dx.doi.org/10.21240/mpaed/00/2016.12.15.x.

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Early childhood education centres in Germany today are increasingly using social networks to present their work. This article puts this development into the context of a comprehensive process of mediatisation. Using two group discussions with teachers in early childhood education and care centres, I will show that the route via a social network is not just a new communication channel, but that the content communicated, the relationships between the actors, and the identity of the institution are also changed by it. Legal ambiguities, technical infrastructure and a lack of experience are identified as crucial barriers to the use of social networks. From the perspective of the users, social networks primarily create opportunities for a higher level of feedback for the pedagogical practitioners, more transparency and information for parents, and various points of reference for conversations between adults and children about learning processes.

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Wajskop, Gisela. ""Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children". Language and Literacy 19, n.º 2 (6 de julio de 2017): 33. http://dx.doi.org/10.20360/g2495q.

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This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project.

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Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki". Australasian Journal of Early Childhood 27, n.º 2 (junio de 2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.

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A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses these issues. The role of teacher education in preparing non-Maori students to deliver a bicultural curriculum, and ‘indicators’ of bicultural development in early childhood centres are also discussed.

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Arias de Sanchez, Gabriela, Alaina L. Roach O'Keefe y Bethany Robichaud. "In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators". Journal of Childhood, Education & Society 2, n.º 2 (16 de julio de 2021): 154–66. http://dx.doi.org/10.37291/2717638x.202122102.

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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.

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Hamzah, Nur. "PELAKSANAAN PEMBELAJARAN BCCT BAGI ANAK USIA DINI; STUDY PELAKSANAAN BCCT DI TK ISLAM MUJAHIDIN PONTIANAK". At-Turats 10, n.º 2 (19 de julio de 2016): 119. http://dx.doi.org/10.24260/at-turats.v10i2.668.

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Nowadays, there are a lot of pre-school educational institution such as Kindergarten (TK), Raudhatul Atfhal (RA), Playgrounds, Children Care, Early Childhood Education (PAUD), and so forth. Furthermore, in these educational institution, study method and approach is developed based on earl childhood characters. One of the ways is named Beyond Centres and Circle Times (BCCT). Moreover, the BCCT is theoretically a study approach which is held at the centre or cirlce. The children apparently learn something based on their themes and centre. Besides, there are still few pre-school institutions performed this model on their schools because it provides more human resources, spaces, and budget. In Pontianak, some schools have applied this method, and one of them is TK Islam Mujahidin.

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FOTSO, JEAN-CHRISTOPHE y BARTHELEMY KUATE-DEFO. "HOUSEHOLD AND COMMUNITY SOCIOECONOMIC INFLUENCES ON EARLY CHILDHOOD MALNUTRITION IN AFRICA". Journal of Biosocial Science 38, n.º 3 (1 de junio de 2005): 289–313. http://dx.doi.org/10.1017/s0021932005026143.

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This paper uses multilevel modelling and Demographic and Health Survey data from five African countries to investigate the relative contributions of compositional and contextual effects of socioeconomic status and place of residence in perpetuating differences in the prevalence of malnutrition among children in Africa. It finds that community clustering of childhood malnutrition is accounted for by contextual effects over and above likely compositional effects, that urban–rural differentials are mainly explained by the socioeconomic status of communities and households, that childhood malnutrition occurs more frequently among children from poorer households and/or poorer communities and that living in deprived communities has an independent effect in some instances. This study also reveals that socioeconomic inequalities in childhood malnutrition are more pronounced in urban centres than in rural areas.

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