Aug.12 - Education
how do they manage?
a review of the research on leadership in early
childhood
Daniel Muijs, Carol Aubrey, Alma Harris and
Mary Briggs
University of Warwick
A B S T R A C T
This article presents the findings from a review of literature on leadership
in early childhood (EC). It identifies a paucity of research, despite a high
potential for leadership activity in the early childhood field. It concludes
that there is a clear need to identify what effective leadership practice is in
terms of processes and outcomes within this field. It also concludes that
theoretically based studies that allow different models and characteristics
to be empirically tested are long overdue. The serious lack of leadership
training is also highlighted by the literature review, which means that
many early childhood managers could be significantly under-prepared for
their role.
K E Y W O R D S early childhood, early years, leadership
introduction
Effective leadership is widely accepted as being a key constituent in achieving
organizational improvement (OfSTED, 2000). Research findings from diverse
countries and different educational contexts have revealed the powerful
impact of leadership in securing successful organizational development and
change (Van Velzen et al., 1985; Harris et al., 2002). Whatever else is disputed,
the contribution of leadership to improving organizational performance and
raising achievement remains unequivocal. However, while leadership research
in the school sector is burgeoning – driven chiefly by the National College for
School Leadership – in sharp contrast the research on leadership in the early
journal of early childhood research
Copyright © 2004, Sage Publications (www.sagepublications.com)
Vol 2(2) 157–169 [ISSN 1476-718X DOI: 10.1177/1476718X04042974]
www.sagepublications.com
years is limited. In this article we have attempted to provide a systematic
review of research on leadership in early years.
methodology
In this literature review we have endeavoured to interrogate the international
research evidence relating to leadership in the early years sector. A wide-
ranging search was employed, encompassing electronic databases such as
ERIC, BEI and Psyclit as well as a trawl of key journals on leadership and
early years. Material was selected only if there was a clear focus on leadership
and management in an early years setting. Initially, we decided to select only
those studies that provided a full overview of research methodology used and
clear evidence of an empirical base for any claims made. However, we had to
broaden our search to include studies that did not conform to these criteria
due to a lack of studies fulfilling them. We did not limit the material reviewed
to studies using any particular research methodology, as we follow a prag-
matic approach to methodology, believing in the worth of different (and mixed)
methodologies that allow us to explore both breadth and depth (Tashakkori
and Teddlie, 1998). Therefore mateEarly Childhood Research Quarterly 19 (2004) 138–149
Science as the center of a coherent, integrated early
childhood curriculum
Lucia French
Warner School of Education and Human Development, University of Rochester, Rochester, NY 14627, USA
Abstract
This article describes the ScienceStart! Curriculum, an early childhood curriculum that takes coherently organized
science content as the hub of an integrated approach. ScienceStart! maps onto the typical preschool day and may be
adapted for use in full-day or half-day preschool programs. It is designed to support the important developmental
achievements of the preschool years, particularly in the areas of language development, acquisition of preliteracy
skills, problem solving, social interaction, and self-regulation, for example planning and attention management.
Science content is highly engaging for young children because they are biologically prepared to learn about the
world around them. Within this context, they are capable of acquiring a rich knowledge base that supports the
acquisition of vocabulary and the use of higher order cognitive skills such as planning, predicting, and drawing
inferences. Engaging content also provides a setting for a variety of language and literacy-related activities such as
talking about activities, exchanging information, asking questions and planning how to answer them, reading aloud,
consulting books for information, making charts and graphs, dictating reports, and describing careful observations.
Each day’s science lesson is structured according to a simple cycle of scientific reasoning—reflect and ask, plan
and predict, act and observe, report and reflect. The daily science lesson is supported by literature that is read aloud,
by props included in the various learning centers, and by planned activities for art and outdoor play. Math and
social studies content is integrated into the science activities on a regular basis. Lessons are organized into four
modules, each of which lasts approximately 10–12 weeks. Within the modules, each lesson builds on the content
of previous lessons and provides a foundation for subsequent lessons. In addition to being highly engaged, socially
active, and rarely disruptive, children in ScienceStart! classes regularly show a significant gain of approximately
0.5 standard deviation on the Peabody Picture Vocabulary Test, a standardized instrument that is commonly used
to assess young children’s cognitive and linguistic level and the impact of intervention programs geared to better
prepare preschoolers for academic success.
© 2004 Elsevier Inc. All rights reserved.
Keywords: ScienceStart!; Coherent; Early childhood curriculum
E-mail address: [email protected] (L. French).
0885-2006/$ – see front matter © 2004 Elsevier Inc. All rights reserved.
doi:10.1016/j.ecresq.2004.01.004
L. French / Early Childhood Research Quarterly 19 (2004) 138–149 139
The ScienceStart! Curriculum is designed as a full-day, coherent, and integratContemporary Issues in Early Childhood, Volume 4, Number 1, 2003
64
Early Childhood Education as an
Evolving ‘Community of Practice’ or
as Lived ‘Social Reproduction’:
researching the ‘taken-for-granted’
MARILYN FLEER
Monash University, Frankston, Australia
ABSTRACT Early childhood education within many English-speaking countries
has evolved routines, practices, rituals, artefacts, symbols, conventions, stories
and histories. In effect, practices have become traditions that have been named
and reified, evolving a specialist discourse. What has become valued within the
profession of early childhood education is essentially a Western view of
childhood. Documents abound with statements on what is constituted as ‘good’
practice or ‘quality’ practice or even ‘best’ practice. But for whom is this practice
best? This article examines early childhood education from a ‘communities of
practice’ perspective, drawing upon the work of Goncu, Rogoff and Wenger to
shed light on the levels of agency inherent in the profession.
Introduction
… we must become reflective with regard to our own discourses of learning and to
their effects on the ways we design for learning. (Wenger, 1998, p. 9)
Early childhood education has developed a specialised discourse to allow
individuals within the profession to communicate effectively about all matters
associated with the design and implementation of learning programs for
children from birth to eight years. Yet have we locked ourselves into a self-
perpetuating set of values and practices that make it difficult to move thinking
forward? Have we positioned ourselves so strongly within the rhetoric of the
profession that it is difficult to introduce new ideas, or indeed, think of ‘other
ways of doing things’?
Our profession, with its own codes of practice, its own discourse and its
own theoretical perspectives, has built itself into an institution that has taken
on a life of its own. Anecdotal evidence suggests that our specialised field will
QUESTIONING THE THEORIES
65
only allow newcomers in when they have mastered the language and have
understood the codes of practice. From time to time our profession has been
criticised for being ‘misunderstood’ or for being ‘precious’ or for grounding
itself in practices (e.g. ‘play-based programs’) that mean very little to anyone
outside of the profession. Indeed, it is difficult for anyone to communicate
effectively within the profession without the appropriate knowledge of the
discourse. Those who do not master the language of the practice are
positioned as ‘not being early childhood’.
It is timely that we critically examine our own profession and question
what we have inherited from our forebears, the histories that we re-enact with
each generation of early childhood teachers, and deconstruct the ‘taken-for-
granted’ practices that plague our field. The institution of early childhood
education is in need of close examination. The Early Childhood Educator Fall 2012 3
Articles
Pedagogical Narration: What’s It All About?
An Introduction to the Process of Using Pedagogical Narration in Practice
What is pedagogical narration? Why is it important? How do you
use it? How do you fit it into an already busy day? Kim Atkinson
addresses these questions with the hope that practitioners will
come to a better understanding of pedagogical narration and
how to incorporate it into practice.
* Note: Pedagogical narration is the term for this process adopted in British Columbia in the Early Learning Framework. Reggio
Emilia uses the term documentation and New Zealand refers to it as Learning Stories.
I
n my work with educators, both
those new in the field and those
with years of experience, there
is great interest in pedagogical nar-
ration* and what it can contribute
to enriching practice with chil-
dren, colleagues, and parents. The
philosophy of Reggio Emilia has
become influential and has inspired
educators to look at documentation
as a valuable tool for making learn-
ing visible. But there is uncertainty
about what to document, how to go
about it, and what its purpose is. The
barriers of too little time, limited
resources, technical challenges, and
the general busyness of a practitio-
ner’s day can be daunting. Add to
this an unclear understanding of
what can be gained from pedagogi-
cal narrations, and it seems just one
more thing added to an already long
list of tasks in a day.
In this article I bring my own expe-
rience of engaging with pedagogical
narrations in my preschool program
over a period of five years, begin-
ning with small photos pasted on
construction paper and progress-
ing to embedding narrations into
the culture of the preschool. I also
bring my experience of delivering
seminars to groups of educators
with my colleague Danielle Davis
through the Images of Learning
Project in which we meet with
hundreds of educators to share our
experiences. And I bring experi-
ence from my role as a pedagogical
facilitator, where I work alongside
educators in their centres to support
them in beginning to use pedagogi-
cal narrations. Throughout these
experiences I have encountered
uncertainties and struggles, as well
as the “Aha! moments” of learning
inherent in engaging with peda-
gogical narrations.
At its simplest, pedagogical narra-
tion is recording through photos,
video, or transcription the ordinary
moments of children’s play. It is a
tool that allows us to reflect on the
theories and strategies that children
develop, the way social relationships
are explored, and the constant pro-
cess of learning, of “making mean-
ing” that children undertake. In
examining these ordinary moments
we can see children as competent
and complex, as explorers of their
world. If we can observe and reflect
on children’s thinking, then we can
create meaningful opportunities
and experiences to support and
expand that thinkinghttps://doi.org/10.1177/2043610617703832
Global Studies of Childhood
2017, Vol. 7(2) 113 –130
© The Author(s) 2017
Reprints and permissions:
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DOI: 10.1177/2043610617703832
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Children, myth and storytelling:
An Indigenous perspective
Gregory A Cajete
University of New Mexico, USA
Abstract
This essay explores childhood education, storytelling, and the nature of myth from an Indigenous
perspective. Aspects of Indigenous teaching and learning are discussed related to the ways myth
and storytelling have traditionally functioned in Indigenous communities in the education of
children. The deeper psychological nature of myth as an integral part of human learning, teaching,
and socialization is also explored. These explorations form the basis for advocacy toward the re-
vitalization of story as an essential foundation for intergenerational community education and as
a component of global childhood education.
Keywords
Community, culturally based education, global childhood education, Indigenous education,
Indigenous knowledge, myth, mythopoetic traditions, storytelling
Whenever men have looked for something solid on which to found their lives, they have chosen not
the facts in which the world abounds, but the myths of an immemorial imagination.
Campbell (1983).
Introduction
In Indigenous community, all children were considered special, sacred gifts from the creator. They
were seen to have a special quality all their own which was respected and prized by the community.
They were considered to have a direct connection to special spirits in nature. They appeared as
special players in the guiding myths of some tribes. They were bringers of light and good fortune
to the community. Indeed, they were the physical example of the “vitality” of a tribe. They were
the carriers of the future (Cajete, 1994: 116–164).
Parenting was actively undertaken by all the adult members of a child’s extended family, clan,
and tribe. All adults were considered teachers and any adult member of a group could guide, dis-
cipline, or otherwise play a direct role in “educating” a child. Each adult was conditioned to care
Corresponding author:
Gregory A Cajete, 6074 Cottontail Rd. NE., Rio Rancho, NM 87144, USA.
Email: [email protected]
703832GSC0010.1177/2043610617703832Global Studies of ChildhoodCajete
research-article2017
Article
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114 Global Studies of Childhood 7(2)
for the wellbeing of the group and each of its members. Each adult was admonished to concern
themselves with the development of each child into becoming a complete person, “for the good of
the people.”
Theory is a Western academic construct, and in this context, one may say that my theoretical
grouWe are teachers. We devote our professional lives to the
study and support of young children as they venture
forth into a complex world. This world may differ from
culture to culture, but children all over the world express
great joy in the ordinary.
It is true, almost by definition, that ordinary moments fill
most of the child�s day. Indeed, at the end of the day the
ordinary moments constitute the child�s story . . .
� An infant discovers her wiggly toes;
� A toddler balances food on a fork;
� A three year old pretends a shoe is a phone;
� A preschooler squeezes a popsicle out of a plastic
wrapper;
� A kindergartener laughs because his opened book is
upside down.
Ordinary moments are the pages in the child�s diary for
the day. If we could resist our temptation to record only
the grand moments, we might find the authentic child
living in the in-between. If we could resist our temptation
to put the children on a stage, we might find the real
Child Care Information Exchange 9/01 — 52
B
eg
in
ni
ng
s
W
or
ks
ho
p
The Power of Ordinary Moments
Kath Berglund
is a kinder-
garten teacher
and pedagogi-
cal coordina-
tor at Make A
Mess and Make
Belive school
in Boulder, Colorado. She has been
in Boulder since September, 2000.
Before moving to Boulder, Kath
taught preschool in Garmisch-
Partenkirchen, Germany for a small
U.S. Army-run child development
center. Kath holds a masters
degree in early childhood educa-
tion from Cameron University’s
(Lawton, Oklahoma) overseas
program.
George Forman is
professor of early
childhood education
at the University of
Massachusetts in
Amherst. He is co-
editor with Carolyn
Edwards and Lella
Gandini of The Hundred Languages of
Children, The Reggio Emilia Approach
(first and second editions). He designs
participatory exhibits from childrens
museums and has directed an experimen-
tal preschool called The School for
Constructive Play based on the develop-
mental theory of Jean Piaget. He was
past president of the Jean Piaget Society
and currently is on the editorial board for
Early Childhood Research and Practice, an
electronic journal published by ERIC. He
is a frequent consultant to Make A Mess
and Make Believe, a Reggio inspired
preschool in Boulder, Colorado.
by George Forman, Ellen Hall, and Kath Berglund
Ellen Hall is the
co-founder,
co-owner, and
executive director
of a school for
young children
located in
Boulder, Colorado.
The school, Make A Mess and Make
Believe, serves 350 children between
the ages of six weeks and six years
and their families. Through a partner-
ship with the University of Colorado
at Denver, Ellen has developed and
teaches an Intern-Masters course of
study, which offers teacher apprentices
the opportunity to receive a masters
degree in Early Childhood Education
or Educational Psychology. The Make
A Mess and Make Believe school is
inspired by the Reggio Emilia
Approach to Early Childhood
Education.
Child Care Information Exchange 9/01 — 53
B
eginnings W
orkshUniversity of Nebraska - Lincoln University of Nebraska - Lincoln
[email protected] of Nebraska - Lincoln [email protected] of Nebraska - Lincoln
Faculty Publications, Department of Child,
Youth, and Family Studies Child, Youth, and Family Studies, Department of
October 1995
Democratic Participation in a Community of Learners: Loris Democratic Participation in a Community of Learners: Loris
Malaguzzis Philosophy of Education as Relationship Malaguzzis Philosophy of Education as Relationship
Carolyn P. Edwards
University of Nebraska-Lincoln, [email protected]
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Part of the Family, Life Course, and Society Commons
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of Education as Relationship (1995). Faculty Publications, Department of Child, Youth, and Family
Studies. 15.
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1
Democratic Participation in a Community of Learners:
Loris Malaguzzis Philosophy of Education as Relationship
by Carolyn Pope Edwards, Willa Cather Professor
University of Nebraska—Lincoln
ce[email protected]
Lecture prepared for Nostalgia del Futuro: Liberare speranze per una nuova cultura
dellinfanzia, an international seminar to consider the educational contributions of Loris
Malaguzzi. University of Milano, October 16-17, 1995.
We consider relationships to be the fundamental, organizing strategy of our
educational system.
Loris Malaguzzi, 1993, p. 10.
The metaphor of education as relationship provided Loris Malaguzzi with the
fundamental premise for his philosophy and pedagogy. The child--seen as powerful, rich in
resources, competent, and social--seeks from the beginning of life to find out about the self,
others, and the world through interaction: knowledge is co-constructed. Education, hence, must
focus not on the child considered in isolation from others, but instead on the child sEarly Childhood Education Journal, Vol. 29, No. 2, Winter 2001 ( 2001)
Environmental Education
The Natural Environment as a Playground for Children:
The Impact of Outdoor Play Activities in Pre-Primary
School Children
Ingunn Fjørtoft1
INTRODUCTION have experienced positive results from being outdoors
in natural environments, but only a few studies have
Norwegian studies have revealed a disquieting ten-
been done in this field (Bang et al., 1989; Fjørtoft, 1999;
dency that children are becoming more sedentary in
Grahn et al., 1997). We know far too little about how
their adolescence. They spend more time, approximately
the natural environment functions as a playground for
three hours a day, on TV, video, and electronic media
children, and we know even less about what effects such
(MMI, 1995). The movement pattern of children has
a playground might have on learning in children. The
changed remarkably the last 10–20 years. The unorgani-
physical outdoor environment, and the natural environ-
sed traditional games, which included lots of moving
ment in particular, as a play habitat for children, has
around, are now changing into sitting in front of your
been a topic of low priority in child research (Bjerke,
private computer playing computer games. Such scenar-
1994).
ios have resulted in several health hazards like increas-
ing obesity in early childhood (Anderson et al., 1998),
THE AFFORDANCE OF NATUREand motor problems in children are reported in several
Scandinavian studies (Due et al., 1991; Hertzberg, 1985; Natural environments represent dynamic and rough
Gilberg and Rasmussen, 1982; Kjos, 1992; Ropeid, playscapes that challenge motor activity in children. The
1997). However, a recent study of the physical activity topography, like slopes and rocks, afford natural obsta-
among 3–7 years old Norwegian children (MMI, 1997) cles that children have to cope with. The vegetation pro-
showed that 75\% of the children spend some time out- vides shelters and trees for climbing. The meadows are
doors by their own every day. The most active ones for running and tumbling. Description of physical envi-
practiced several outdoor activities such as skiing and ronments usually focuses almost exclusively on forms.
hiking in the wilderness, climbing trees, enjoying water Heft (1988) suggested an alternative approach to de-
activities, and soccer in the field. Four out of ten chil- scribe the environment, which focused on function
dren expressed a wish for more time for physical activity rather than form. The functional approach corresponds
(Hansen, 1999), but children complain about the lack of better to the children’s relations to their environment.
suitable arenas for play and free time activities, such as Intuitively children use their environment for physical
grounds for climbing, building dens, sliding, and skiing challenges and play; they perceive the functions of the
(Mjaavatn, 1999). Francis (1988) argued that children’s landscape and use tP e r m i s s i o n o f R i g h t s h o l d e r s
Journal: Early Childhood Folio
Article: Advocating for infants rights in early childhood education
Author: Te One, Sarah
Publisher: New Zealand Council for Educational Research Publication Date: 2010 Pages: 13-17
Course: ECED 407 93S 2022S1-2 Supporting Early Learning in the Pre-School Years
Course Code: 93S Term: 2022S1-2
Department: ECED
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Early Childhood Folio 14: 2010
Advocating for infants’ rights in
early childhood education
Sarah Te One
Introduction
In a society that is not used to giving weight to the views of
children of any age, we will need to be strong advocates in
minute particulars if children without the voice of mature
language users are to be listened to and taken account of.
(Pugh & Rouse Sellack, 1996, p. 121)
Perceptions of children’s rights can be contentious, and
provocative. Discussions about children’s rights (Do they have
any?) highlight societal assumptions, which tend to confirm the
low status of children, and of childhood. Introducing age-related
categories reveals that infants’ and toddlers’ rights are on the
lowest rung. Drawing on part of a wider qualitative, interpretive
research project seeking to understand perceptions of children’s
rights and address a gap in the literature, this article reports on
how the teachers in a care and education centre (crèche) for
under-two-year-olds advocated for children’s rights to a quality
early childhood experience.
Data were collected in the crèche by observing the teachers,
infants and toddlers in the field; interviewing individual teachers;
holding focus group interviews with the teachers before and
after the field work; and undertaking a document analysis of key
policies in place at the crèche. Parent-users of the crèche were not
interviewed, and, because of the age of the children (all under
two years old), neither were children.1
The research concludes that teachers’ self-appointed role as
advocates for children’s rights was not as effective as it might
have been because the audience for their advocacy was limited to
the crèche community. Had this advocacy been directed towards
the political arena, this may have had beneficial outcomes at a
societal level, where improving the quality of life for children
and families by recognising children’s rights is not reduced to
individual circumstances, but is a political responsibility and
imperative. This perception is supported by research (Howe &
Covell, 20Full Terms & Conditions of access and use can be found at
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Bringing politics into the nursery: early childhood
education as a democratic practice
Peter Moss
To cite this article: Peter Moss (2007) Bringing politics into the nursery: early childhood education
as a democratic practice, European Early Childhood Education Research Journal, 15:1, 5-20, DOI:
10.1080/13502930601046620
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ISSN 1350-293X (print)/ISSN 1752-1807 (online)/07/010005–16
© 2007 EECERA
DOI: 10.1080/13502930601046620
Bringing politics into the nursery: early
childhood education as a democratic
practice
Peter Moss*
Institute of Education University of London, UK
Taylor and Francis LtdRECR_A_204566.sgm10.1080/13502930601046620European Early Childhood Education Research Journal1350-293X (print)/1752-1807 (online)Original Article2007Taylor & Francis151000000March [email protected]
This paper explores the possibility that early childhood institutions can be, first and foremost, places
of political practice—and specifically of democratic political practice. The case for the primacy of
democratic political practice in early childhood institutions is made more urgent by two develop-
ments apparent in many countries today: the growth of policy interest in early childhood education,
leading to an expansion of services, and the need to revive democratic politics. As well as bringing
democratic practice into the nursery, what this would mean and what conditions might enable it,
the paper also considers democratic practice at other levels: not just the institutional, but also the
national or federal, the regional and the local, and how each level can create ‘democratic space’ at
other levels. The paper ends by considering four issues related to democracy in early chilO R I G I N A L P A P E R
Young Children as Protagonists and the Role of Participatory,
Visual Methods in Engaging Multiple Perspectives
Alison Clark
Published online: 8 June 2010
� Society for Community Research and Action 2010
Abstract How can the perspectives, insights and interests
of young children, under 6 years-old, be given status in
processes of change? This paper will examine the contri-
bution participatory and visual methods can make to
enabling young children to document their experiences and
to facilitate exchange with adults. Examples will be drawn
from three research studies in educational settings which
have developed a specific research method, the Mosaic
approach (Clark and Moss 2001; Clark 2004; Clark 2005)
which brings together visual and verbal research tools. This
paper will discuss how researching with young children
rather than on young children can redraw the boundaries
between adults’ and children’s roles in the research process
including the relationship with the research audience.
Keywords Participatory action research �
Visual research methods � Young children
Introduction
How can the perspectives, insights and interests of young
children, under 6 years-old, be given status in processes of
change? This paper will examine the contribution partici-
patory and visual methods can make to enabling young
children to document their views and experiences and to
facilitate exchange with adults in different professional
roles.
Following an introduction to the methods, this paper
discusses how researching with young children rather than
on young children can redraw the boundaries between
adults’ and children’s roles in the research process. Firstly,
the role of young children in participatory action research
is considered with examples taken from studies adopting
the Mosaic approach. Secondly, the influence of this
approach on the role of adults in the research process is
considered, both in terms of the researcher and the research
audience. This leads to a discussion of how visual, par-
ticipatory research methods may contribute to the genera-
tion of democratic knowledge that includes both adults’
and young children’s perspectives.
Children as Active Participants in Research
The emergence of the sociology of childhood has con-
tributed to a re-evaluation of the role of children in
research. Christensen and James (2008) and Mayall (2008)
have been among those authors who have articulated a
view of the child as an active participant in the research
process with unique insights to offer about their lives. The
detailed study of the everyday lives of children can
encompass the perspectives of the researcher and the direct
experiences of the children themselves (for example, Burke
2008; Emond 2005). This may lead to children being seen
as researchers or ‘‘co-researchers.’’
A second impetus for re-evaluating the role of children
and adults in research has come from Participatory Review
Reviewed Work(s): Situated Learning: Legitimate Peripheral Participation by Jean Lave
and Etienne Wenger
Review by: Eugene Matusov, Nancy Bell and Barbara Rogoff
Source: American Ethnologist , Nov., 1994, Vol. 21, No. 4 (Nov., 1994), pp. 918-919
Published by: Wiley on behalf of the American Anthropological Association
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virtue of their application of different universalizing
strategies), Shweder makes reference to Ruth
Benedict and her arc of human possibilities (p.
109) as an ancestor figure for the cultural psychol-
ogy of today. This image of cultural selection or
amplification from panhuman potentials also in-
forms the essay on emotion, which posits a universal
set of discrete affects underlying early emotional
experience everywhere. Shweder seems much more
amenable to universalist and developmentalist as-
sumptions in postulating that a keyboard of emo-
tions labeled with English terms such as disgust,
interest, distress, and anger is for any normal mem-
ber of our species ... intact and available by the age
of four years (p. 259).
While this blending of relativist and universalist
agendas may disturb those who prefer theoretical
purity, much of the strength of these essays derives
from the authors abi I ity to go beyond the categorical
distinctions and dichotomies that have often con-
strained progress in anthropological theory. Integra-
tive visions in anthropological theory have been
hard to come by of late. Here is one that should
inspire (and, in the authors terms, astonish) for
some time to come.
Situated Learning: Legitimate Peripheral Par-
ticipation. JEAN LAVE and ETIENNE WENGER.
Learning in Doing: Social, Cognitive, and Com-
putational Perspectives. ROY PEA and JOHN
SEELY BROWN, gen. eds. Cambridge and New
York: Cambridge University Press, 1991. 138
pp., references, index.
EUGENE MATUSOV, NANCY BELL, and
BARBARA ROGOFF
University of California, Santa Cruz
University of Utah
Situated Learning is essential reading for scholars
interested in processes of learning and change as
they involve individuals in sociocuFull Terms & Conditions of access and use can be found at
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Environmental Education Research
ISSN: 1350-4622 (Print) 1469-5871 (Online) Journal homepage: https://www.tandfonline.com/loi/ceer20
Pre-school children’s agency in learning for
sustainable development
Cecilia Caiman & Iann Lundegård
To cite this article: Cecilia Caiman & Iann Lundegård (2014) Pre-school children’s agency in
learning for sustainable development, Environmental Education Research, 20:4, 437-459, DOI:
10.1080/13504622.2013.812722
To link to this article: https://doi.org/10.1080/13504622.2013.812722
Published online: 24 Jul 2013.
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Pre-school children’s agency in learning for sustainable
development
Cecilia Caiman* and Iann Lundegård
Department of Mathematics and Science Education, Stockholm University, Stockholm,
Sweden
(Received 25 June 2012; final version received 19 May 2013)
In recent years, there has been a growing interest in pre-school children’s
meaning-making and learning in education for sustainability. Young children
should be recognized as ‘agents for change’ and active participants in their own
day-to-day practices. Such issues are thoroughly discussed in the early child-
hood education for sustainability field. However, only a few research reports are
presented on the subject. In this paper, our purpose is to examine empirically
how agency is constituted when pre-school children explore science-related
issues in a context of education for sustainability. The empirical material con-
sists of video-recording sequences of four- to five-year-olds. In the analysis, we
use a methodological approach based on Dewey’s pragmatist philosophy. We
describe what a small group of children are doing and their ‘course of action’
towards ‘fulfilment’. In view of this, agency is explained as something that
children achieve togetherProject-Based Community Language Learning: Three Narratives
of Multilingual Story-telling in Early Childhood Education
Heather Lotherington, Michelle Holland, Shiva Sotoudeh, Mike Zentena
The Canadian Modern Language Review / La revue canadienne des langues
vivantes, Volume 65, Number 1, September/septembre 2008, pp. 125-145
(Article)
Published by University of Toronto Press
For additional information about this article
[ Access provided at 11 Aug 2022 06:48 GMT from The University of British Columbia Library ]
https://muse.jhu.edu/article/253982
https://muse.jhu.edu/article/253982
FOCUS ON THE CLASSROOM / PLEINS FEUX SUR LA CLASSE
Project-Based Community Language
Learning: Three Narratives of
Multilingual Story-telling in Early
Childhood Education
Heather Lotherington
Michelle Holland
Shiva Sotoudeh
Mike Zentena
Abstract: At Joyce Public School (JPS) in the Greater Toronto Area,
we are engaged in ongoing collaborative action research to develop
pedagogical approaches to emergent literacies that engage multilingual,
multicultural, and multimodal perspectives in complex interplay. Our
research is grounded in the challenges children experience in acquiring
literacy across home, school, community, and societal contexts in a culturally
and linguistically diverse urban setting, given limited curricular opportunities
for involving multiple languages in literacy education. Our research involves
collaboratively designed classroom-based narrative projects that productively
entwine multilingualism, English language discovery, and digital technologies
in elementary literacy instruction. This article provides first-person perspec-
tives on and an analytical discussion of the emerging pedagogies of three
primary-grade teachers involved in our collaborative multiliteracies research
who successfully engage multilingualism in English language and literacy
education.
Keywords: multiliteracies, early childhood education, multilingual
education, narratives, elementary education
Résumé : À l’école publique Joyce, dans la région métropolitaine de
Toronto, nous menons actuellement une recherche-action collaborative visant
le développement d’approches pédagogiques pour les littératies émergentes
qui mettent en jeu des perspectives multilingues, multiculturelles et multi-
modales dans des interactions complexes. Notre recherche est fondée sur les
défis que pose pour les enfants l’acquisition de la littératie dans le contexte
familial, scolaire, communautaire et sociétal, lorsque cette acquisition doit se
faire dans un cadre urbain très varié sur les plans culturel et linguistique, et
� 2008 The Canadian Modern Language Review/La Revue canadienne des langues vivantes,
65, 1 (September/septembre), 125–145 doi:10.3138/cmlr.65.1.125
compte tenu du peu d’opportunités que présente le curriculum pour inclure
multiples langues dans l’enseignement de la littératie. Notre recherche porte
sur des projets de rédaction collaboratifs en salReproduced with permission of the copyright owner. Further reproduction prohibited without permission.
INTEGRATING ABORIGINAL PERSPECTIVES INTO CURRICULA: A LITERATURE REVIEW
Ledoux, Jacqueline
The Canadian Journal of Native Studies; 2006; 26, 2; Canadian Business & Current Affairs Database
pg. 265
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Environmental Education Research
ISSN: 1350-4622 (Print) 1469-5871 (Online) Journal homepage: https://www.tandfonline.com/loi/ceer20
Children in nature: sensory engagement and the
experience of biodiversity
Thomas Beery & Kari Anne Jørgensen
To cite this article: Thomas Beery & Kari Anne Jørgensen (2018) Children in nature: sensory
engagement and the experience of biodiversity, Environmental Education Research, 24:1, 13-25,
DOI: 10.1080/13504622.2016.1250149
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Published online: 26 Oct 2016.
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EnvironmEntal Education rEsEarch, 2018
vol. 24, no. 1, 13–25
https://doi.org/10.1080/13504622.2016.1250149
Children in nature: sensory engagement and the experience of
biodiversity
Thomas Beerya and Kari Anne Jørgensenb
aschool of Education and the Environment, man and Biosphere health research Group, university of Kristianstad,
Kristianstad, sweden; bFaculty of humanities and Education, department of Physical Education, applied arts and
crafts, university college of southeast norway, vestfold, norway
ABSTRACT
Given concerns for a severely diminished childhood experience of nature,
coupled with alarm for a rapidly diminishing global biodiversity, this article
considers the potential for childhood nature experience to be an important
part of biodiversity understanding. Findings from two studies are integrated
and presented as windows into childhood nature experience to illuminate
important aspects of sensory rich learning. In one study from Sweden, semi-
structured interviews with adults were conducted and analyzed to explore
an understanding of the sensory experience of childhood collecting in
nature via participant memories. In the second study, direct observations YEC
Vol. 11, No. 3, June 2008 YOUNG EXCEPTIONAL CHILDREN 27
DOI: 10.1177/1096250608314591
http://yec.sagepub.com
© 2008 Division for Early Childhood
Kathleen I. Harris, MEd
Kent State University
Leslie Gleim, MEd, NBCT
Mid-Pacific Institute, HI
(formerly with Carousel Center, Portsmouth, OH)
The Light Fantastic: Making Learning
Visible for All Children Through the
Project Approach
In a preschool classroom located
in a middle-class midwestern
community, small groups of children
engage in classroom activities when
the teacher, Ms. Leslie, notices that
Madison, a 4-year-old with Down
syndrome, has become interested in
a flashlight. Carrying it over to Ms.
Leslie, Madison points it at the
teacher and says, “Ta-da!” Finding
that the flashlight did not work,
Madison tilts it toward herself,
peering into its lens. Noting that
the light still had not come on, she
tried again to no avail. Madison
checks the flashlight’s lens once
more, and again the light fails to
appear. Seeing that it did not work,
she tosses the flashlight aside.
After Madison’s experience with the
flashlight, Ms. Leslie reflects upon
what this incident reveals about the
child and the flashlight. The child
knew where the light originated
and thought that pointing it at a
person or object caused it to shine.
She needed to explore further how
the light worked. With this, the
Light Fantastic project began to
take shape in this classroom.
C
uriosity, wonder, creativity,
questions, initiation by the
child, and framing by the
teacher—all these characterize the
project approach. Projects can be an
invaluable part of any curriculum,
providing opportunities for children
to study subjects they find interesting
in detail (Katz & Chard, 2000).
Early childhood special educators
actively teaching in an inclusive early
childhood classroom may ask
themselves, “What exactly is a
project? Isn’t it part of my themes
and curriculum?” Project work is not
a method one uses after the “real”
teaching has occurred; instead, it is a
foundational approach enabling
children to be self-motivated learners
equipped with the skills to do in-
depth investigations of topics worth
learning (Elliott, 1998).
The investigation is usually
undertaken by a small group
of children within a class,
sometimes by a whole class,
and occasionally by an
individual child. The key
element of a project is that it is
a research effort deliberately
focused on finding answers to
questions about a topic posed
either by the children, the
teacher, or the teacher
working with the children.
(Helm & Katz, 2001, p. 1)
Advocates of inclusion in early
childhood classrooms have shifted
attention to the rights of young
children to belong in the natural
environment within their
communities (Vakil, Freeman, &
Swim, 2003). The purpose of this
article is to illustrate how projects
can be a welcoming and enriching
addition to an emerging curriculum
for children with special needs.
Offering an authentic, child-sensitive
approach that oFull Terms & Conditions of access and use can be found at
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Educational Action Research
ISSN: 0965-0792 (Print) 1747-5074 (Online) Journal homepage: https://www.tandfonline.com/loi/reac20
‘Someone had to have faith in them as
professionals’: an evaluation of an action research
project to develop educational leadership across
the early years
Linda Henderson
To cite this article: Linda Henderson (2017) ‘Someone had to have faith in them as professionals’:
an evaluation of an action research project to develop educational leadership across the early
years, Educational Action Research, 25:3, 387-401, DOI: 10.1080/09650792.2016.1173566
To link to this article: https://doi.org/10.1080/09650792.2016.1173566
Published online: 03 May 2016.
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Educational action REsEaRch, 2017
Vol. 25, no. 3, 387–401
https://doi.org/10.1080/09650792.2016.1173566
‘Someone had to have faith in them as professionals’:
an evaluation of an action research project to develop
educational leadership across the early years
Linda Henderson
Faculty of Education, Monash university, Melbourne, Vic, australia
ABSTRACT
This article reports on an evaluation of three action research projects
developed by a group of teachers working across the early years in
three independent schools. The article examines the role of action
research in developing educational leadership capabilities. Drawing
on the educational leadership literature, concepts and ideas of action
and activism, influence and change, and capacity to develop a vision
are used to describe and analyse the data from qualitative pre-project
and post-project individual interviews. The article argues that the
empirical findings suggest action research was a powerful tool in
developing educational leadership capabilities. This article concludes
by suggesting that further 1
If the environment is the third teacher what language does
she speak?
Ann Pairman and Lisa Terreni
Our motivation to write about the significance of developing
quality early childhood environments for young children comes
from many years of hands-on teaching in early childhood
centres1. Our current work for Early Childhood Development,
which includes professional development, playgroup work and
advice to establishing services, has heightened our awareness of
issues relating to early childhood environments.
Through our work we have been struck by the number of
groups looking at behaviour management issues. However, we
have noticed that when teachers and parents carefully observe
the environment and children’s interactions within that
environment, and implement appropriate changes, there has
often been an instant and startling positive impact on the
children’s level of involvement in activities and their
interactions with each other.
Another major influence on our thinking has been the work of
early childhood educators from Reggio Emilia. We are
interested in how the theoretical underpinnings of their
approach has manifested in New Zealand and other Western
countries. The influence Reggio Emilia programmes have had
on early childhood educators’ thinking - in the design of
educational equipment, use of colour, space and lighting in
early childhood centres, and the growing awareness of the
importance of aesthetics in educational environments, reinforces
our own belief that the Arts and aesthetics education are
integral to developing quality early childhood programmes.
We have titled this paper ‘If the environment is the third teacher
what language does she speak?’ because we believe the early
childhood environment gives children important messages and
cues. In other words, the environment ‘speaks’ to children -
about what they can do, how and where they can do it and how
they can work together.
“What is in a space, a room or a yard, and how it is arranged
can affect the behaviour of people; it can make it easier to act in
certain kinds of ways, harder to act in others. We don’t
ordinarily think to take out a deck of cards at a dinner table set
for six, even though the number and arrangement suggest a
poker game. The whole setting gives us cues about expected
behaviour, and generally we do what we have been invited to
do…in a similar way, particular settings invite children to
2
involve themselves in particular activities, and the extent of
children’s constructive participation in the activity will depend
in large part on how well certain concrete. Measurable aspects
of the surrounding physical space meet their hunger, attitudes
and interests…”2
The adults and teachers who work in the early childhood
environment largely construct the ‘language’ of the
environment so it is important that educators understand this
language. It is our belief that a quality environment responds to
the hundred languages of children identified by Loris
MalaThis article is downloaded from www.idunn.no. Any reproduction or systematic distribution
in any form is forbidden without clarification from the copyright holder.
P E E R R E V I E W E D A R T I C L E
Productive Participation –
Children as Active Media
Producers in Kindergarten
Jonna Leinonen
Master of Education, Grad student, School of Education, University of Tampere, Finland
[email protected]
Sara Sintonen
Docent, Senior Lecturer, Department of Teacher Education, University of Helsinki,
Finland
[email protected]
A B S T R A C T
Media education and media cultures should be considered a part of early
childhood education, because media has an important role in children’s lives.
With a socio-cultural learning approach, children are considered active
participants and competent actors with the media. In this paper, media
education has been approached as a case study from the viewpoint of active
production and participation. The processes of creating media stories included
steps from orientation and planning to action and story production. According
to the results gained via content analysis, children were able to share ideas and
listen to each other’s choices and opinions in participatory learning. They
were also social actors motivated to participate in conversations and
negotiations. The joy of learning and acting together intensified the social
learning.
Keywords
Early childhood education, digital literacy, participation, media production
INTRODUCTION
Media is part of education at every level of the Finnish school system, inclu-
ding early childhood, which is referred to as ‘kindergarten.’ The general goal
of early childhood education is to support a child’s learning and development
in every aspect of everyday life (National curriculum guidelines on early child-
hood education and care in Finland, 2005). According to the latest research
(Kotilainen et al., 2011), media have a remarkable and important role in chil-
dren’s everyday lives from one to eight years of age. Therefore, media educa-
tion and children’s media cultures must be considered as a part of early child-
hood education. Zevenbergen (2007) suggests that these young students,
whose early environments differ from previous generations due to new digital
© Universitetsforlaget
Nordic Journal of Digital Literacy,
vol. 9, Nr. 3-2014 s. 216–237
ISSN Online: 1891-943X
217© UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 3-2014
This article is downloaded from www.idunn.no. Any reproduction or systematic distribution
in any form is forbidden without clarification from the copyright holder.
technologies, can face potential gaps in learning. In order to re-conceptualize
pedagogy towards more participatory learning methods and support for chil-
dren’s active agency and creativity, the idea of participation has recently been
adopted as part of Finnish early childhood education (Venninen, Leinonen,
Lipponen & Ojala, 2012). New parFull Terms & Conditions of access and use can be found at
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International Journal of Inclusive Education
ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/tied20
Illuminating young childrens perceived notions of
inclusion in pedagogical activities
Patricia A. Shaw, Kyriaki Messiou & Chronoula Voutsina
To cite this article: Patricia A. Shaw, Kyriaki Messiou & Chronoula Voutsina (2021) Illuminating
young childrens perceived notions of inclusion in pedagogical activities, International Journal of
Inclusive Education, 25:4, 499-516, DOI: 10.1080/13603116.2018.1563642
To link to this article: https://doi.org/10.1080/13603116.2018.1563642
Published online: 09 Jan 2019.
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Illuminating young children’s perceived notions of inclusion in
pedagogical activities
Patricia A. Shaw a, Kyriaki Messiou b and Chronoula Voutsina b
aFaculty of Arts, Culture and Education, School of Education and Social Sciences, University of Hull, Hull, UK;
bSouthampton Education School, University of Southampton, Southampton, UK
ABSTRACT
This paper presents findings from a research study, which sought to
illuminate the perceived notions of inclusion of four to five year old
children in pedagogical activities, in the early years classes of two
schools in the North of England. It employed a qualitative
methodology to gather extensive data with forty children over a
six-week period in each school. This included collecting fieldnotes;
undertaking observations of children in pedagogical activities; and
conducting group and individual interviews. Central to the
research aim was the use of participative tools to engage with
children’s voices; these included photographs and drawings.
Children’s perceived notions of inclusion resonated with two
dimensions: belonging and relationships (with practitioner and/or
chiF 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, A.; Raban-Bisby, B.
Editor: N/A
Publisher: Teaching Solutions Publication Date: 2015 Pages: 5-14
Course: ECED 407 93S 2022S1-2 Supporting Early Learning in the Pre-School Years
Course Code: 93S Term: 2022S1-2
Department: ECED
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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 w o r k . ( E Y L F p . l l >
Early childhood educators see the words theories* and perspectives’ used
interchangeably in the Early Tears 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 o f 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 o f children’s learning and development and how these
understandings influence practice when w orking w ith young children.
In the field o f early childhood education and care, a theory is a group o f
ideas th at explain a certain topic within the domain o f childrens learning
and development. Typically, a theory is developed through the use o f
thoughtful and rational forms o f abstract and generalised thinking. In
addition, a theory is often based on general principles th at are independent
o f 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 try in g to prove them, because ideas can always be disputed
until proven absolutely. W h at theories provide are ways o f knowing that
influence thinking and impact on practice in particular ways.
A .$/ • . , ，however, is the way som ething is *seen. T he meaning o f
perspective in this context will have som ething to do with looking or
viewing - taking up aFull Terms & Conditions of access and use can be found at
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Journal of Adventure Education and Outdoor Learning
ISSN: 1472-9679 (Print) 1754-0402 (Online) Journal homepage: https://www.tandfonline.com/loi/raol20
‘The woods is a more free space for children to
be creative; their imagination kind of sparks out
there’: exploring young children’s cognitive play
opportunities in natural, manufactured and mixed
outdoor preschool zones
Zahra Zamani
To cite this article: Zahra Zamani (2016) ‘The woods is a more free space for children to be
creative; their imagination kind of sparks out there’: exploring young children’s cognitive play
opportunities in natural, manufactured and mixed outdoor preschool zones, Journal of Adventure
Education and Outdoor Learning, 16:2, 172-189, DOI: 10.1080/14729679.2015.1122538
To link to this article: https://doi.org/10.1080/14729679.2015.1122538
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‘The woods is a more free space for children to be creative; their
imagination kind of sparks out there’: exploring young children’s
cognitive play opportunities in natural, manufactured and mixed
outdoor preschool zones
Zahra Zamani
Center for Health Facilities Design and Testing, School of Architecture, Clemson University, Clemson, SC, USA
ABSTRACT
Outdoor preschools are critical for children’s play and development.
Integrating observational and interview methods, this study examined
four-to-five-year-old children’s cognitive play experiences in an outdoor
preschool with natural, mixed and manufactured zones. The observa-
tional results indicated that the natural and mixed zones offered a
diverse spectrum of cognitive play, were supportive of different learning
styles and expanded their understanding about the world. Children
preferred the diverse, challenging and constantly evolving natural setUntiming the Curriculum: A Case Study of Removing Clocks from the Program
Author(s): Carol Anne Wien and Susan Kirby-Smith
Source: Young Children , SEPTEMBER 1998, Vol. 53, No. 5 (SEPTEMBER 1998), pp. 8-13
Published by: National Association for the Education of Young Children (NAEYC)
Stable URL: https://www.jstor.org/stable/42727539
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iíL CínUhtínq the
JF QMÝÝIcuLUM:
/A Ciase cfo
JZcMCoíng CXccks
fařónt the ~P*OßVant
Carol Anne Wien and Susan Kirby-Smith
Elizabeth glances at her watch
and tells her group of toddlers,
Five minutes until tidy-up time.
The toddlers ( 18-30 months of
age) are engrossed in play and do
not even look up. Five minutes
later the staff start to pick up toys ,
encouraging the children to help
and trying to make a game out of
cleanup time. The children help to
the best of their ability. They are fa-
miliar with this approach, for it
happens at ten oclock every day.
Carol Anne Wien , Ph.D., is an assis-
tant professor in the Department of
Education, York University, Toronto,
Ontario, Canada. She is interested in
teacher development and the promise
of emergent curriculum.
Susan Kirby-Smith, B.A., is the assis-
tant director at Peter Green Hall Chil-
dren s Center and a teacher educator
in the Early Childhood Education
Training Program in Halifax, Nova
Scotia, Canada. She has initiated sev-
eral innovative projects to promote
emergent curriculum.
The authors thank Tanya Clarke and
Elizabeth Conrad for sharing their work.
Many tings quality practitioners work child with care in open high- set-
quality child care set-
tings work with open
schedules that follow childrens
interests and needs, and have
done so for much of this century.
Unfortunately, in our experience,
the desire to offer children unhur-
ried time and sustained attention
in activity is increasingly threat-
ened by production-schedule or-
ganization of time. If its ten
oclock, its snacktime - no mat-
ter how interested Melissa and
Ian are in continuing their block
castle, it must be cleaned up and
put away until tomorrow. Our expe-
rience of working with child care
sett1
voices of practitioners
Zooms: Promoting Schoolwide Inquiry
and Improving Practice
or the past several years, the teachers
and administrators at the Eliot-Pearson
Children’s School in Medford, Massa-
chusetts, have worked to create a cul-
ture of research and reflection by conducting
schoolwide inquiries into teaching and learn-
ing. Near the end of the 2005–06 school year,
the staff developed a documentation tech-
nique called Zooms to improve teachers’ abil-
ities to respond to children in new ways and
help children listen and learn from each other.
Each teaching team created a Zoom panel that
focused on a “moment” from their classroom.
The main purpose of this article is to de-
scribe a collaborative teacher research proj-
ect examining how the Zooms contribute to
the way we foster children’s learning. The
article begins by describing the evolution of
the schoolwide inquiry from which the Zooms
emerged. At the end of the article, we reflect
on whether the Zooms helped promote a cul-
ture of inquiry among the educators at the
Children’s School, and we discuss the way
Zooms influenced the quality of our staff
meetings.
Ben Mardell, Debbie LeeKeenan,
Heidi Given, David Robinson, Becky Merino,
and Yvonne Liu-Constant
How can focusing on a particular moment
of classroom life help teachers understand
children’s capabilities and concerns and
support their collaborations with peers?
F
Ben Mardell, PhD, was the kindergarten head
teacher and research coordinator at Eliot-Pearson
Children’s School, Tufts University, in Medford,
Massachusetts. He is now an associate professor
at Lesley University and a researcher at Harvard
Project Zero. [email protected]
Debbie LeeKeenan, MA, is director of Eliot-
Pearson Children’s School.
[email protected]
Heidi Given, MA, was the three-day preschool
head teacher at Eliot-Pearson Children’s School.
She now teaches kindergarten and is the research
coordinator. [email protected]
David Robinson, MS, is a preschool head teacher at Eliot-Pearson Chil-
dren’s School. [email protected]
Becky Merino, MA, was the first and second grade head teacher at Eliot-
Pearson Children’s School. She is currently home, caring for her first child.
Yvonne Liu-Constant, PhD, was the two-day preschool head teacher at El-
iot-Pearson Children’s School. She now teaches kindergarten at the Advent
School. [email protected]
The authors thank their colleagues at Eliot-Pearson Children’s School, the
coauthors of Zooms: Maryann O’Brien, Jill Fishman, Maggie Beneke, Kirk-
land LaRue, Eva May, Rachel Gerber, Lindsay Barton, Megina Baker, Irma
Hodzic, Jessica Saltz, and Jessica Torgenson.
A group of teachers and the program director describe a powerful
collaborative and interactive teacher research process they developed
at their school. The process engages teachers in generating new
insights about teaching and learning. This article provides a road
map for creating Zooms—documentation F a i r D e a l i n g ( S h o r t E x c e r p t )
Journal: Canadian Children
Article: A Collaborative Long-Term Garden Project: Integrating Early Childhood Education, Environmental
Education, and Landscape Architecture
Author: Luera, G. R.; Hong, S. B.
Publisher: Canadian Association for Young Children Publication Date: 2003 Pages: 9-15
Course: ECED 407 93S 2022S1-2 Supporting Early Learning in the Pre-School Years
Course Code: 93S 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)
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C A N A D I A N C H IL D R E N C H IL D S T U D Y
A Collaborative Long -Term Garden Project:
Integrating Early Childhood Education, Environmental Education,
And Landscape Architecture
Gail R.Luera, Seong B.Hong
D r. G a il R . L u e r a is an assistant p rofessor in S cience E ducation at the U niversity o f M ichigan-D earborn School o f E ducation and has a doc
torate from the U niversity o f M ichigan-A nn A rbor, School o f N atural R esources and E nvironm ent in environm ental education. H er current
w ork deals w ith action research and barriers to im plem entation o f educational innovations.
D r. S eo n g B . H o n g is an assistant p rofessor in Early C hildhood E ducation at the U niversity o f M ichigan-D earborn School o f E ducation. She
has a doctorate from the U niversity o f Massachusetts» A m herst in C urriculum D evelopm ent and T eacher Education. She has extensive experi
ence in teacher education, and conducts research in using the pedagogical concepts o f R eggio Em ilia.
Abstract
This article describes how the three
distinct disciplines of environmental
education, early childhood education
and landscape architecture have com
mon guiding principles. These shared
traits include the environment repre
sentation (the use oí symbols to com
municate ideas), and working collabo
ratively on long-term projects. It will
describe how the commonalties
among the disciplines served as the
foundation of a school-based garden
project. The activities and the integra
tion of the three philosophies are rele
vant to those educators whose goals
are to increase childrens individual
development, foster a sense of stew
ardship of the environment and pro
vide a link between the school and
community.
IntroductionScience in the Preschool Classroom: Capitalizing on Childrens Fascination with the
Everyday World to Foster Language and Literacy Development
Author(s): Kathleen Conezio and Lucia French
Source: YC Young Children , September 2002, Vol. 57, No. 5 (September 2002), pp. 12-18
Published by: National Association for the Education of Young Children (NAEYC)
Stable URL: https://www.jstor.org/stable/42729686
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
National Association for the Education of Young Children (NAEYC) is collaborating with JSTOR
to digitize, preserve and extend access to YC Young Children
This content downloaded from
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© Sylvie Wickstrom
TEACHING AND LEARNING A&OUT SCIENCE
Scjence jn ttiE PrEschooi QdssrooM
Capitalizing on Childrens Fascination with
the Everyday World to Foster Language
and Literacy Development
^^^^^^^^^^^^^^™
A
/ young child starting preschool brings a sense of
wonder and curiosity about the world. Whether watch-
ing snails in an aquarium, blowing bubbles, using
| a flashlight to make shadows, or experimenting
I with objects to see what sinks or floats, the child
r is engaged in finding out how the world works.
It is not exaggerating to say that children are
biologically prepared to learn about the world
I around them, just as they are biologically pre-
pared to learn to walk and talk and interact with
other people. Because they are ready to learn
about the everyday world, young children are
highly engaged when they have the opportunity to
explore. They create strong and enduring mental
representations of what they have experienced in
investigating the everyday world. They readily
acquire vocabulary to describe and share these
|^ mental representations and the concepts that
m Kathleen Conezio, M.S., is director of curriculum and
* professional development for two education grants
f through the University of Rochester. Kathleen has more
than 20 years of experience as a teacher and education
coordinator in private and public preschools and in Head
* Start. She is co-author of the ScienceStart! Curriculum.
ro Lucia French, Ph.D., is a developmental psychologist on
the faculty of the Warner Graduate School of Education
and Human Development at the University of Rochester.
Lucias areas of basic research include young childrens lan-
guage and cognitive developmentF a i r D e a l i n g ( S h o r t E x c e r p t )
Reading: Ch. 3. Enhance the Curriculum with Materials (Learning Together with Young Children: A Curriculum
Framework for Reflective Teachers)
Author: Curtis, Deb; Carter, Margie
Editor: N/A
Publisher: Redleaf Press Publication Date: 2017 Pages: 67-101
Course: ECED 407 93S 2022S1-2 Supporting Early Learning in the Pre-School Years
Course Code: 93S 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)
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3 Enhance the Curriculum with Materials
The materials have their own inner life and their own story to
tell. Yet they can be transformed only through their encounter
with people. W hen we leave room in construction with
materials, leave silence or pause or breathing room, that helps
the materials themselves to express what they can express.
一Elena Giacopini
Materials in early childhood program s are the bones
of the curriculum and the foundation of the teach
ing and learning process. They support what the p ro
gram values and frame the possibilities and actions
for living and learning with children. Collections,
offerings, and arrangem ents of materials reflect your
values, what you believe children deserve and are
capable of, and how you see your role. As you take
up the challenge of providing engaging materials for
childrens learning, begin by reflecting on the follow
ing questions:
• W hat guides your current th inking about
materials and how children use them?
• Do you look forward to discovering interesting
treasures to give to children?
• Do you eagerly anticipate what children m ight do
with the m aterials you give to them?
If you compare collecting m aterials for children to
the pleasure of finding a gift for a dear friend, you
will likely transform the way you view your teaching
job (Brosterm an 2014).
W hen you want to give a gift to someone, you
happily search for som ething you thin k she will love.
You carefully select the gift and present it in a beau
tiful way, with colorful wrappings, ribbons, a n d fond
words. You eagerly anticipate the surprise and delight
your gift will inspire. You tru st she will love it, because
it came from your dose relationship. In child care or
teaching, the gift of m aterials comes from your relaAssignment #3 due on Friday, August 12 2022 (11:59 am). No extensions are
possible for this assignment. Please plan ahead accordingly to submit on time. If you
are experiencing extenuating circumstances, please contact your instructor
immediately. Thank you!
For your final paper, you are invited to select a topic related to one of these concepts:
• the importance of relationships in young childrens worlds
• the notion of ordinary moments and documentation, or,
• the notion of children as active learners
The content of your paper needs to be grounded in −and would draw on − Modules 1 -
12 in this course.
1. Begin with a topic sentence where you explain the importance of the topic,
and why you deem it significant (with references).
2. Then, include a review of the literature:
o The review of the literature requires a very minimum of five references
(at least one from outside of course readings).
o You will need to draw from the textbook and readings from the course,
and you are invited to complement your search with books, peer
reviewed journal articles, as well as reports or content from
reputable websites (those cited in the course).
1. Finally, summarize your paper, with concluding statements, and your
suggestions in terms of implications for practice in a preschool and/or early
childhood environment (toddlers to 3-5 years).
This assignment should be 10-11 pages, excluding a cover page, references and
appendixes (Times New Roman font, 12 point, double spacing, American Psychological
Association [APA] format).
Please submit your paper in a MS word doc file format (not PDF).
CATEGORIES
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ach
e. Embedded Entrepreneurship
f. Three Social Entrepreneurship Models
g. Social-Founder Identity
h. Micros-enterprise Development
Outcomes
Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
a. Indigenous Australian Entrepreneurs Exami
Calculus
(people influence of
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of these three) to reflect and analyze the potential ways these (
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nt
When considering both O
lassrooms
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Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
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aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
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nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
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effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
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Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
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Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
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Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident