Fluent Essays

Students will research a topic of interest. This final inquiry paper should be grounded in, and draw on, one or more of the topics explored in the modules from this course. Explain the significance or importance of the topic you chose, include relevant literature (a minimum of five references researched by student and three references from class - books or journal articles), and suggest implications for practice in an early childhood preschool environment. This assignment should be approximately 8-10 pages (Times New Roman font, 12, double spacing, American Psychological Association [APA] format). An annotated PowerPoint presentation, or a detailed presentation of a workshop for families or educators, will also be accepted.  Students must check in with instructor to ensure their selected topic is adequate for this assignment. Rubric Some Rubric Some Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeCoherence and Clarity The assignment content clearly addresses the assignment purpose and/or guiding questions. The importance of this topic to the student is discussed. The assignment’s components are linked together into a coherent, well-articulated thesis. Paper is well organized and arguments are clearly connected to thesis. 10 pts Full Marks 0 pts No Marks 10 pts This criterion is linked to a Learning OutcomeAnalysis and Discussion The discussion goes beyond description and shows ability to use, analyze, and synthesize relevant concepts, theories, and ideas from this course in relation to topic of inquiry. 10 pts Full Marks 0 pts No Marks 10 pts This criterion is linked to a Learning OutcomeVoice When relevant, the student takes a stance towards an issue, question, or a dilemma by employing scholarly resources to support his/her argument(s). Student offers a short summary of all the articles explored and draws clear connections to thesis. Creativity of thought supported with good arguments is welcomed. 10 pts Full Marks 0 pts No Marks 10 pts This criterion is linked to a Learning OutcomeWriting and Referencing The writing style is adequate for an academic/university level. Grammar, punctuation, and referencing style (APA 7th edition) are of high standard. 10 pts Full Marks 0 pts No Marks 10 pts Total Points: 40https://doi.org/10.1177/1463949117714075 Contemporary Issues in Early Childhood 2017, Vol. 18(2) 114 –126 © The Author(s) 2017 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1463949117714075 ciec.sagepub.com Transforming early childhood educators’ conceptions of “dark play” and popular culture Carolyn Bjartveit University of Calgary, Canada E Lisa Panayotidis University of Calgary, Canada Abstract In an online graduate-level early childhood education course, the authors sought to playfully disrupt and transform educators’ conceptions of children’s “dark play,” as provoked by contemporary popular culture. Embracing the imaginative potential of darkness and liminality, the course participants problematized and expanded their thinking concerning what constitutes children’s play scripts focused on themes of fear, power, and violence. Cognizant that some educators are reluctant and even refuse to allow children opportunities to engage in play centered on troubling social issues, the educators co-authored a fantastical tale, inspired by the Disney animation film Frozen, and included course topics, classroom observations, and their own childhood memories of “dark play.” Vivian Paley’s ideas about the connections between storytelling and play provided a creative impetus to the fictional narrative-imagining exercise, as did Hans-Georg Gadamer’s notion of Spiel. Eliciting the literature of children’s play experiences through fictional story-writing, and “play” as a contemporary aspect of creative thinking, the educators entered imaginary worlds of their own making. Unlike a traditional online graduate course format that often incorporates textual readings, posts, and responses, the authors strived to foster a virtual space in which the educators buttressed theories about play and imagination in a deeply felt, experiential, and playful manner. In creating an imaginary story based on the film, the participants gained a different understanding of the nature of play, and came to recognize how popular-culture play themes can provoke and strengthen children’s imaginative and abstract thinking, problem-solving skills, and emotional development. Likewise, this narrative experience showed the potential and role of “dark play” in initiating new ways of thinking and talking with children about the complex issues of the modern world. Corresponding author: Carolyn Bjartveit, Werklund School of Education, University of Calgary, 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada. Email: [email protected] 714075CIE0010.1177/1463949117714075Contemporary Issues in Early ChildhoodBjartveit and Panayotidis research-article2017 Article https://uk.sagepub.com/en-gb/journals-permissions https://ciec.sagepub.com mailto:[email protected] http://crossmark.crossref.org/dialog/?doi=10.1177\%2F1463949117714075&domain=pdf&date_stamp=2017-07-04 Bjartveit and Panayotidis 115 Keywords Creative writing, 2 PRESCHOOL-AGED CHILDREN’S GENDER IDENTITY DEVELOPMENT Exploring Gender Through Multicultural Literature Rebekah Piper Over the past ten years, identity development and equal rights based on gender have been topics of much discussion within social and political movements. For example, topics of bathroom availability for those who identify as a gender differ- ent than their biological sex, transgender individuals in the military, and same-sex marriage continue to receive attention in the news. Discussions about these topics are vital. Unfortunately, there is resistance to conversations about gay and lesbian families (Jozwiak, Cahill, & Theilheimer, 2016) and gender identity within early childhood settings. The most critical voices, children’s voices, have been silenced in the construction of early childhood education and topics around early learn- ing (Cannella, 1997). Discussions around early education policy do not include topics of gender identity. This is concerning because as children get older, they confront topics of gender issues and they are forced to make sense of social issues. Individuals are required to consider how these ideas about gender roles and repre- sentations are powerful as they relate to children’s social development. Therefore, it would be wise to follow the guidance of Delpit (2006) who suggests that there must be an unwillingness to remain silent so that the voices of younger beings can be heard by everybody’s children. There are multiple characteristics or subjectivities that influence identity devel- opment, including race, ethnicity, social class, language, sexual orientation, religion, ability, and gender (Nieto & Bode, 2012). It is important to consider that every child maneuvers through different stages of development and learning in his or her own time. This is, in part, because of the complex way that personal subjectivities intersect with and shape a child’s growth. As the United States continues to grow more and more diverse, parents, caregivers, educators, and others who interact with young children must recognize the authenticity that each child has by recog- nizing that there is a combination of social and cultural conditions that influence a child’s ability to learn and develop and ultimately influence his or her identity. 16 Rebekah Piper Individual Learning Processes and Development There are various elements that influence a child’s learning and social devel- opment. From a young age, children’s home life and experiences shape and inform their identities within their own cultural context. Once a child enters the educational setting, however, this cultural development that has taken place at home undergoes modification as the “imagination” becomes familiar with dif- ferent personalities, behaviors, and intellects. Ladson-Billings (1995) argues that the culture of a classroom has the potential to challenge, oppose, or align with the child’s home culture. The outcome th3 ‘CAN YOU SHOUT A LITTLE LOUDER?’ Listening and Hearing Children’s Voices Through Play Natalie Canning Listening and hearing children as co-constructors and equal partici- pants is a way of thinking about and seeing children’s interactions. This chapter explores the complexities of listening to children and really ‘hearing’ what they are saying through the different ways they express themselves in play and creative experiences. Using case studies from a rural nursery in central England, examples of children’s talk and actions are used to reveal how early childhood educators position themselves to listen and hear how children communicate with each other and the adults around them. Key elements of acknowledging children’s voices, facilitating autonomy, and providing choice through play are highlighted in an examination of the benefits and challenges of listening to and hearing children. The significance of listening and hearing children’s voices An important aspect of supporting children’s play is recognizing their choices and reflecting on why those choices have been made. Listening to children’s views is vital in helping to establish a child- centred environment. Educators should be aware not just how they listen to children, but also be clear about their rationale in advocat- ing for children’s autonomy and voice. Child-led play allows chil- dren a degree of freedom and the ability to personally direct what they are doing. They are given opportunities to control what they do, how they do it, and when to stop or change their play. Creating an ethos based on placing children at the centre of the process of 33 listening, hearing, and responding means following children’s ideas and motivations. This requires educators to trust children and value their play. Play can be unpredictable; and giving children a say in what they do means someone has to listen, take on board what children say, and be prepared to respond sensitively and appropriately (Canning, 2012). Educators need to be flexible in their approach and facilitate spaces that allow play to develop in a way that the child intends. The wealth of insights into a child’s individual qualities and experi- ences that play can generate should not be underestimated. These considerations form the basis for recognizing that children have capacity for developing ways of seeing the world, problem solving, learning, and making meaning in their play. Rinaldi argues that ‘listening is not only a technique, but a way of thinking and seeing ourselves in a relationship with others and the world . . . it is the essence of being human’ (cited in Moss, Clark, & Kjorholt, 2005, p. 6). Listening to children cannot simply be ‘lip service’ or exploit- ing what is learnt from children to meet an agenda set by adults (Greene & Hill, 2005). Listening to children has to be integral to how children and childhood are viewed. Reflection point How do you listen to children and how much do you value children’s ex214 15 Young children’s digital play in early childhood settings Curriculum, pedagogy and teachers’ knowledge Elizabeth Wood, Joce Nuttall, Susan Edwards and Susan Grieshaber Introduction Research indicates that children’s digital play practices seem to be in advance of teachers’ adap- tation of curriculum and pedagogical approaches to incorporate digital technologies, digital media and popular culture, and the potential for learning that these materials generate (Howard, Miles and Rees-Davies 2012; Aubrey and Dahl 2014; Edwards 2016). This gap has been identi- fied as an international concern (European Commission 2012): children’s digital activities are not always well understood by teachers, and might not be valued in ways that will advance children’s competences, or connect with curriculum content. This chapter explores some of the reasons for this gap, and proposes new play pedagogies as a way forward. The first section presents the research literature that identifies the gap between children’s converged play and curriculum and pedagogy in early childhood education (ECE) settings. The second section sets out the conceptual framework, combining contemporary iterations of socio-cultural theories, with theories of children’s interests, funds of knowledge, and converged play. The third section illustrates how teachers in the “New Play Pedagogies” project shifted their understanding of digital technologies, digital media and popular culture, and how children’s interests and practices could be integrated into the early childhood curriculum. The conclusion considers three key questions that are of international significance in ECE regarding new play pedagogies, curricu- lum and teachers’ knowledge. Children’s digital play: contemporary perspectives The role of digital literacy within the broader literacies field incorporates children’s multi-modal home and school practices, including the ways in which popular culture texts and artefacts are embedded in the literacy and play lives of children and their families. Marsh (2017) describes the connections that flow between children’s literacy and play practices with digital technologies, media and popular culture, ranging from clothing, household goods and food to mobile phones Young children’s digital play 215 and accessories, internet sites and virtual worlds. This “transmedia ecology” (Black, Alexander and Korobkova 2017) provides contexts for children’s multi-modal literacy practices before “formal” teaching of school-based literacy. Children’s interests are embedded in new technolo- gies, as reflected in their uptake, potential for learning, social engagement and the development of imaginative play. Contemporary play repertoires dissolve barriers of space, place and time because of their potential for multi-modal forms of communication and interaction. Abrams, Rowsell and Merchant (2017) present the concept of “playscapes” to explain the global and local flow297 Mental health and well-being are characterized by quality relationships, a satisfied sense of self, the ability to engage meaningfully in society, and the ability to cope with setbacks and daily challenges (Alegría, Green, McLaughlin, & Loder, 2015). Children develop these characteristics and skills through family relationships and social traditions. Later on, educators become primary partners with parents supporting children’s social–emotional develop- ment with the purpose of developing resilient and academically able learners. For children living in stressful environments, development can be delayed or disrupted. Unmitigated distress can result in longstanding health and mental health problems. As such, it is important that skilled adults identify and respond to young children’s needs during these early years. This chapter describes the impact of distress on child development as well as provides recommendations for parents, preschool educators, and early intervention providers. MENTAL HEALTH Children develop positive mental health and well-being as a response to their life experiences in combination with their ability to manage and benefit from these experiences. Variations in personal attributes, including temperament and emotional, social, and cognitive development, also influence mental health and well-being. Several factors are reported to promote positive mental health development regardless of cultural background (e.g., positive and nurturing Working With Young Children Living in Stressful Environments Tammy L. Hughes and Cydney V. Quinn 14 http://dx.doi.org/10.1037/0000197-015 Healthy Development in Young Children: Evidence-Based Interventions for Early Education, V. C. Alfonso and G. J. DuPaul (Editors) Copyright © 2020 by the American Psychological Association. All rights reserved. Co py ri gh t Am er ic an P sy ch ol og ic al A ss oc ia ti on . No t fo r fu rt he r di st ri bu ti on . 298 Hughes and Quinn relationships, structure and expectations that are consistent and reliable, expe- riences that are developmentally appropriate, experiences tailored to the child’s abilities, access to medical care and education) when delivered in a safe envi- ronment with access to adequate nourishment (Murray, 2003; Society for Research in Child Development, 2009). Also, there are universal experiences that are known to have negative impact on children’s health and mental health called adverse childhood experiences (ACEs). ACEs include abuse and neglect in addition to exposure to household dys- functions (e.g., substance abuse, mental illness in household, parental separation or divorce, incarcerated family member, domestic violence; Felitti et al., 1998). Some experiences, such as maltreatment, family violence, and toxic stress (early prolonged exposure to trauma with the accompanying biological stress response of fight-or-flight), not only have immediate negative effectshttps://doi.org/10.1177/1476718X15616833 Journal of Early Childhood Research 2017, Vol. 15(3) 305 –322 © The Author(s) 2016 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1476718X15616833 journals.sagepub.com/home/ecr Play as third space between home and school: Bridging cultural discourses Raudhah Yahya and Elizabeth Ann Wood University of Sheffield, UK Abstract This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children’s use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that ‘play as third space’ can be used as a conceptual framework for educators and practitioners to support children’s transition from home to school and assist children who experience discontinuities. Keywords cultural discourses, cultural dissonance, home and school, play, sociocultural theories, third space Introduction Although play is considered to have universal benefits for children’s learning and development, recent studies support the notion that play in humans is socially and culturally constructed (Brooker, 2011a). There are cultural variations in play that are evident in children’s home and preschool/ school cultures (Rogers, 2011), and recent research contests dominant Euro-American assump- tions about universal developmental benefits which emphasise sameness rather than difference (Adair and Doucet, 2014). Some children experience a virtual gap between home and school cul- tures, often resulting in difficulty with negotiating institutional rules and structures, including those that regulate play (Levinson, 2005). Cultural dissonance may be created from misalignment of home and school cultures and is a significant concern in play (Wood, 2014a). The aim of this article is to extend the concept of play as a social and cultural construct and to examine play as third space Corresponding author: Raudhah Yahya, University of Sheffield, Sheffield, South Yorkshire S10 2TN, UK. Email: [email protected] 616833ECR0010.1177/1476718X15616833Journal of Early Childhood ResearchYahya and Wood research-article2016 Article https://uk.sagepub.com/en-gb/journals-permissions https://journals.sagepub.com/home/ecr mailto:[email protected] http://crossmark.crossref.org/dialog/?doi=10.1177\%2F7 Rhythm and repetition Introduction In this chapter, the security and coherence offered by rhythm and the learning opportunities given by repetition are discussed in the context of the Steiner early-childhood setting. The idea of the breathing rhythm is introduced, and we explain how the young child learns through repetition in a spiral of development. Examples are given of the rhythmical and repeated rou- tines for the day, the week and the year, through which young children can build trust in their environment and the adults caring for them there, including the value of the repeated story and of working with the seasons of the year, in songs, stories and activities. The celebration of festivals brings special highlights to the year, and we consider how this benefits the child and involves parents too. Rhythm and repetition as key concepts Rhythm and repetition stand alongside imitation and example as key concepts of Steiner Waldorf early-childhood education, and they will be reflected in the practice of any setting. Rhythm always brings order but not rigidity, form but not stultification. Repetition brings the opportunity for a deepening of appreciation and understanding, whether it is of a well-loved story or a regular weekly walk. All living things, from the simplest life form upwards, work with rhythm and repetition, and it is this that makes complicated lives possible. The Steiner practitioner considers this is doubly so for young children who have the mission in their early years of trying to find coherence and meaning 82 Rhythm and repetition in their lives. In Steiner settings, this task is supported by working with rhythm from tiny routines, such as a sequence for careful washing of the hands, through the rhythms of the day, the week and the year. Repeating these rhythms, large and small, brings a feeling of security to the children. They can experience how things go and know that their experience will be reinforced. Life is not random but held by the adults in a safe way. The overarching rhythm of the year brings something more through its connection first with the seasons and second with an appropriate cycle of festivals. These provide the high points, prepared for, celebrated and tidied away, which will be repeated and developed each year. Festivals lift everyone out of day-to-day life and build connections with a much wider community. Careful choice of festivals and seasonal celebrations gives the young child a sense of being a small part in a global community. The importance of rhythm Steiner practitioners advocate that rhythm is a fundamental source of secu- rity for children. The fact that their coats hang in the same place today as they did yesterday, that the paints and brushes are arranged in the same way this week as they were last week on painting day, and that the lantern festival comes at the time of year when the daylight is decreasing, all help them to feel that their worldF a i r D e a l i n g ( S h o r t E x c e r p t ) Reading: Ch. 2. Being formative (Learning Stories in Practice) Author: Carr, Margaret; Lee, Wendy Editor: N/A Publisher: SAGE Publication Date: 2019 Pages: 13-33 Course: ECED 406 93Q 2022S1-2 Early Learning Curriculum in the Pre-School Years Course Code: 93Q Term: 2022S1-2 Department: ECED Copyright Statement of Responsibility This copy was made pursuant to the Fair Dealing Requirements for UBC Faculty and Staff, which may be found at http://copyright.ubc.ca/requirements/fair-dealing/. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner. For more information on UBC\s Copyright Policies, please visit UBC Copyright Powered by TCPDF (www.tcpdf.org) http://copyright.ubc.ca/ http://www.tcpdf.org 2 Being Formative Feedback which focuses on what needs to be done can encourage all to believe th at they can improve. Such feedback can enhance learning, both directly through the effort th at can ensue and indirectly by sup­ porting the motivation to invest such effort. A culture of success should be promoted where every student can make achievements by building on their previous performance, rather than by being com­ pared w ith others. (Assessment Reform Group, 2002: 46) L e a r n in g S to r ie s in P r a c tic e -— ------------ “ ------------- -~ — \ • Assessment for learning, formative assessment, is any assessment for which the first priority in design and purpose is to promote childrens learning • Learning Stories are formative assessments • A Learning Story assessment portfolio will include five dimensions (ABCDE) • Learning is learnable < J Teacher q u e s tio n : A re L e a rn in g S tories re a iiy assessments? The quote that opens this chapter insists, from research findings, that ‘feedback which focuses on what needs to be done can encourage all to believe that they can improve and contributes to a ‘culture of success’ in the early childhood cen­ tre or provision. Learning Stories are narrative assessments that provide feedback to learners and their families - and to the teachers who teach them - aboqt chil­ dren’s learning journeys and the strengthening, or progress, of their learning along the way. They always include the equivalent of a ‘What next?’ section or a sugges­ tion within the story about what the next learning step might be, and they often refer back to earlier Learning Stories in the child’s portfolio to provide evidence that the learning is progressing. In other words, the aim is to push the learning forward, and expand it, not ju st to describe an event (albeit the event might make charming reading). They Vol.:(0123456789) Studies in Philosophy and Education (2019) 38:411–426 https://doi.org/10.1007/s11217-018-9643-2 1 3 Readiness for School, Time and Ethics in Educational Practice Agnieszka Bates1 Published online: 26 November 2018 © The Author(s) 2018 Abstract ‘Taking time seriously’ is an enduring human concern and questions about the nature of time bear heavily on the meaning of childhood. In the context of the continuing debates on readiness for school, ‘taking time seriously’ has contributed to policies on ‘early interven- tions’ which claim to support children in reaching their full potential but limit this potential when enacted in practice. Much of current policymaking takes the meaning of time for granted within a ‘quantitative’ view of time as a neutral, standardised parameter. In eve- ryday educational practice, this view of time may lead to an excessive preoccupation with assessing standardised characteristics of ‘school ready’ children, who are expected to fol- low a uniform path of development predetermined by their biological clock. However, the quantitative view of time has been challenged both in philosophical and scientific thought by an understanding of time as complex, irreversible and emergent in the present. George Herbert Mead’s ‘philosophy of the present’ and Ilya Prigogine’s ‘arrow of time’ point to important implications of a ‘complex’ view of time for readiness for school as an event rather than a fixed set of characteristics that children should possess upon entry to primary school. Engaging in educational practice as it unfolds in the present also calls for ethics that are not focused on adhering to fixed moral universals but on our actions ‘here and now’ and attending to the ethical meaning that arises in children’s responses to our actions. Keywords Readiness for school · Time · Ethics · Complexity · G.H. Mead · Prigogine Children only get one chance at education and every child deserves the opportunity to reach their full potential… childhood is short, and when it comes to a child’s education, there’s no time to waste. (Nicky Morgan, Department for Education 2016a, p. 4) Introduction The concern about time articulated by the former English Education Secretary Nicky Morgan is shared by policymakers in many countries. The idea that ‘there’s no time to waste’ often surfaces as an ‘urgent’ need to reform education and ‘swiftly’ tackle ‘under- performance’ (DfE 2016a). In the international policy space, every 3  years the ‘ticking * Agnieszka Bates [email protected] 1 School of Education and Lifelong Learning, University of East Anglia (UEA), Norwich, UK http://orcid.org/0000-0001-5138-5623 http://crossmark.crossref.org/dialog/?doi=10.1007/s11217-018-9643-2&domain=pdf 412 A. Bates 1 3 clock’ of PISA confers prestige on education systems whose 15-year-olds have ‘outper- formed’ others in the Programme for International Student Assessment (OECD 2015). In the UK, a poor PISA Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ceye20 Early Years An International Research Journal ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/ceye20 Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy Zoe Lewis To cite this article: Zoe Lewis (2021) Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy, Early Years, 41:4, 321-335, DOI: 10.1080/09575146.2018.1501552 To link to this article: https://doi.org/10.1080/09575146.2018.1501552 Published online: 25 Jul 2018. Submit your article to this journal Article views: 2832 View related articles View Crossmark data Citing articles: 2 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=ceye20 https://www.tandfonline.com/loi/ceye20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/09575146.2018.1501552 https://doi.org/10.1080/09575146.2018.1501552 https://www.tandfonline.com/action/authorSubmission?journalCode=ceye20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=ceye20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/09575146.2018.1501552 https://www.tandfonline.com/doi/mlt/10.1080/09575146.2018.1501552 http://crossmark.crossref.org/dialog/?doi=10.1080/09575146.2018.1501552&domain=pdf&date_stamp=2018-07-25 http://crossmark.crossref.org/dialog/?doi=10.1080/09575146.2018.1501552&domain=pdf&date_stamp=2018-07-25 https://www.tandfonline.com/doi/citedby/10.1080/09575146.2018.1501552#tabModule https://www.tandfonline.com/doi/citedby/10.1080/09575146.2018.1501552#tabModule Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy Zoe Lewis School of Education and Social Work, Birmingham City University, Birmingham, UK ABSTRACT Using a post-structuralist framework, this article seeks to analyse the ways in which English early years curriculum policy has led to different constructions of young children. Although policy is often presented as being logical and factual, policy making can also be seen as a value-laden process in which meanings are socially con- structed and can, therefore be deconstructed and reconstructed. In this article, I analyse the different interests that are served by curriculum policy, the intentions of policy makers and how policy levers and drivers might combine to produce potentially conflict- ing images of the child. I conclude that these conflicting images create tensions between policy makers’ pursuit of cost efficiency and the rights of young children in early years settings. However, post-structural analysis suggests that these are political decisions and things do not have to be this way. Those working in early years can challenge policy makers’ conF a i r D e a l i n g ( S h o r t E x c e r p t ) Reading: Ch. 10. Thinking and Doing Otherwise: Reconceptualist Contributions to Early Childhood Education and Care (Early Years Education and Care in Canada: A Historical and Philosophical Overview) Author: Berman, Rachel; Abawi, Zuhra Editor: Jagger, Susan Publisher: Canadian Scholars Publication Date: 2019 Pages: 165-190 Course: ECED 406 93Q 2022S1-2 Early Learning Curriculum in the Pre-School Years Course Code: 93Q Term: 2022S1-2 Department: ECED Copyright Statement of Responsibility This copy was made pursuant to the Fair Dealing Requirements for UBC Faculty and Staff, which may be found at http://copyright.ubc.ca/requirements/fair-dealing/. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner. For more information on UBC\s Copyright Policies, please visit UBC Copyright Powered by TCPDF (www.tcpdf.org) http://copyright.ubc.ca/ http://www.tcpdf.org CHAPTER 10 Thinking and Doing Otherwise: Reconceptualist Contributions to Early Childhood Education and Care Rachel Berman a n d Zuhra A b a w i GUIDING QUESTIONS: 1. What are some of the reconceptualist approaches to rethinking early childhood education and care (ECEC) in terms of theory and practice? 2. How might dominant developmentalist discourses of childhood be challenged by reconceptualist contributions and lead us to re­ imagine children and childhood? INTRODUCTION The reconceptualist movement in early childhood education and care (ECEC) began in the late 1980s，spurred on by scholars and practitioners who sought to shift away from dom inant discourses of developmentalist-based theories o f early childhood by implementing a multidisciplinary and multi-theoretical approach to how we th in k about and practise E C E C (Bloch, 2014; Curry & Cannella, 2013). Simply put, reconceptualists look to disciplines beyond de­ velopmental psychology, such as anthropology，sociology, and gender stud­ ies, and to theoretical frameworks outside constructivism and bio-ecological 166 Early Years Education and Care in Canada systems theory, such the frameworks discussed in this chapter^ in order to challenge dominant assumptions and offer other ways o f conceptualizing and practising E C EC . Reconceptualists argue that dominant narratives about early childhood and educating young children have been conceptualized through Western norms o f childhood development that are standardized，colourblind, ahistor- ical, apolitical, and, supposedly, neutral (Iannacci & W hitty, 2009; Lubeck, 1994; MacNaughton & Davis, 2009; Pacini-Ketchabaw & Nxumalo, 2013; Silin, 1995; Taylor, 2007). These norms of devF a i r D e a l i n g ( S h o r t E x c e r p t ) Reading: Ch. 1. Theories and Perspectives (Theories Into Practice: Understanding and Rethinking Our Work with Young Children and the EYLF) Author: Nolan, Andrea; Raban-Bisby, Bridie Editor: n/a Publisher: Teaching Solutions Publication Date: 2015 Pages: 5-14 Course: ECED 406 93Q 2022S1-2 Early Learning Curriculum in the Pre-School Years Course Code: 93Q Term: 2022S1-2 Department: ECED Copyright Statement of Responsibility This copy was made pursuant to the Fair Dealing Requirements for UBC Faculty and Staff, which may be found at http://copyright.ubc.ca/requirements/fair-dealing/. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner. For more information on UBC\s Copyright Policies, please visit UBC Copyright Powered by TCPDF (www.tcpdf.org) http://copyright.ubc.ca/ http://www.tcpdf.org Chapter 1 Theories and perspectives ^Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range o f perspectives in their work … （E Y L F p.ll) Early childhood educators see the words theories* and perspectives’ used interchangeably in the Early Years Learning Framework. However, on the very same page where theories and perspectives are mentioned, the document also notes that educators are .drawing on a range of perspectives and theories* - suggesting that these are somewhat different. In searching out definitions, it is possible to pinpoint how these two views impact on understandings of children’s learning and development and how these understandings influence practice when working with young children. In the field of early childhood education and care, a iheor is a group of ideas that explain a certain topic within the domain of children’s learning and development. Typically, a theory is developed through the use of thoughtful and rational forms of abstract and generalised thinking. In addition, a theory is often based on general principles that are independent of what is being explained. So, someone who considers given facts and comes up with a possible explanation for those facts is called a theorist. Some say that theorists come up with abstract ideas and beliefs and then spend their lives trying to prove them, because ideas can always be disputed until proven absolutely. W hat theories provide are ways of knowing* that influence thinking and impact on practice in particular ways. A < specf ： •. , however, is the way something is .seen. The meaning of perspective in this context will have something to do with looking or viewing - taking up a particular stanceFull Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rett20 Education 3-13 International Journal of Primary, Elementary and Early Years Education ISSN: 0300-4279 (Print) 1475-7575 (Online) Journal homepage: https://www.tandfonline.com/loi/rett20 Redefining the importance of childrens voices in personal social emotional development curriculum using the Mosaic Approach Aimilia Rouvali & Vassiliki Riga To cite this article: Aimilia Rouvali & Vassiliki Riga (2019) Redefining the importance of childrens voices in personal social emotional development curriculum using the Mosaic Approach, Education 3-13, 47:8, 998-1013, DOI: 10.1080/03004279.2018.1553990 To link to this article: https://doi.org/10.1080/03004279.2018.1553990 Published online: 05 Dec 2018. Submit your article to this journal Article views: 3733 View related articles View Crossmark data Citing articles: 4 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=rett20 https://www.tandfonline.com/loi/rett20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/03004279.2018.1553990 https://doi.org/10.1080/03004279.2018.1553990 https://www.tandfonline.com/action/authorSubmission?journalCode=rett20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=rett20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/03004279.2018.1553990 https://www.tandfonline.com/doi/mlt/10.1080/03004279.2018.1553990 http://crossmark.crossref.org/dialog/?doi=10.1080/03004279.2018.1553990&domain=pdf&date_stamp=2018-12-05 http://crossmark.crossref.org/dialog/?doi=10.1080/03004279.2018.1553990&domain=pdf&date_stamp=2018-12-05 https://www.tandfonline.com/doi/citedby/10.1080/03004279.2018.1553990#tabModule https://www.tandfonline.com/doi/citedby/10.1080/03004279.2018.1553990#tabModule Redefining the importance of children’s voices in personal social emotional development curriculum using the Mosaic Approach Aimilia Rouvali and Vassiliki Riga Department of Educational Sciences & Early Childhood Education, University of Patras, Patra, Greece ABSTRACT The research explores the implementation of the Mosaic Approach into a Greek early years’ setting. For the data collection, 21 children were observed using cameras, tours, mapping, and researcher’s interviews with teachers and parents. Special consideration was given to the newly added tool of peer-to-peer interviews. Results depicted children’s need for quality relationships with peers and adults and their favourite and least favourite places in their school. The authors suggest the adaptation of the Mosaic Approach into the Personal, Social and Emotional Development curriculum as an educational tool of children’s rights which empowers their voices, as well as reinforcing their self-esteem and ability to form quality relationships. ARTICLE HISTORY Received 4 July 2018 Accepted 26 Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rcui20 Curriculum Inquiry ISSN: 0362-6784 (Print) 1467-873X (Online) Journal homepage: https://www.tandfonline.com/loi/rcui20 Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum Fikile Nxumalo, Cristina D. Vintimilla & Narda Nelson To cite this article: Fikile Nxumalo, Cristina D. Vintimilla & Narda Nelson (2018) Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum, Curriculum Inquiry, 48:4, 433-453, DOI: 10.1080/03626784.2018.1522930 To link to this article: https://doi.org/10.1080/03626784.2018.1522930 Published online: 16 Nov 2018. Submit your article to this journal Article views: 3856 View related articles View Crossmark data Citing articles: 13 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=rcui20 https://www.tandfonline.com/loi/rcui20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/03626784.2018.1522930 https://doi.org/10.1080/03626784.2018.1522930 https://www.tandfonline.com/action/authorSubmission?journalCode=rcui20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=rcui20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/03626784.2018.1522930 https://www.tandfonline.com/doi/mlt/10.1080/03626784.2018.1522930 http://crossmark.crossref.org/dialog/?doi=10.1080/03626784.2018.1522930&domain=pdf&date_stamp=2018-11-16 http://crossmark.crossref.org/dialog/?doi=10.1080/03626784.2018.1522930&domain=pdf&date_stamp=2018-11-16 https://www.tandfonline.com/doi/citedby/10.1080/03626784.2018.1522930#tabModule https://www.tandfonline.com/doi/citedby/10.1080/03626784.2018.1522930#tabModule Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum Fikile Nxumaloa, Cristina D. Vintimillab and Narda Nelsonc aUniversity of Texas at Austin, TX, USA; bYork University, Toronto, ON, Canada; cUniversity of Victoria Child Care Services, BC, Canada ABSTRACT In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engage- ments with curriculum and pedagogy; complicating understand- ings of emergent curriculum as simply following the lead of children. The particular interruptive orientations that the authors bring forward include: possibilities for responding to and cultivat- ing the conditions for emergence in ways that disrupt the man- agerial concerns of everyday practice; troubling the co-optation of emergence by human-centred consumptive practice; and unset- tling emergence in conversation with settler colonialism and aSpringer International Handbooks of Education Marilyn Fleer Bert van Oers Editors International Handbook of Early Childhood Education Springer International Handbooks of Education More information about this series at http://www.springer.com/series/6189 http://www.springer.com/series/6189 Marilyn Fleer • Bert van Oers Editors International Handbook of Early Childhood Education Volume I ISSN 2197-1951 ISSN 2197-196X (electronic) Springer International Handbooks of Education ISBN 978-94-024-0925-3 ISBN 978-94-024-0927-7 (eBook) DOI 10.1007/978-94-024-0927-7 Library of Congress Control Number: 2017954294 © Springer Science+Business Media B.V. 2018 This work is subject to copyright. 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Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media B.V.  The registered company address is: Van Godewijckstraat 30, 3311 GX Dordrecht, The Netherlands Editors Marilyn Fleer Faculty of Education Monash University Melbourne, VIC, Australia Bert van Oers Department of Theory & Research in Education VU Amsterdam Amsterdam, The Netherlands v Contents of Volume I 1 International Trends in Research: Redressing the North-South Balance in What Matters for Early Childhood Education Research ............................................................. 1 Marilyn Fleer and Bert van Oers Part I Theoretical Perspectives Marilyn Fleer and Bert van Oers 2 Governing Childhood ............................................................................. 33 Iris Duhn 3 Cultural-Historical and Activity Theories Informing Early Childhood Education ................................................................... 47 Marilyn Fleer and Nikolai Veresov 4 ‘Humpty