Weaving pedagogy in early childhood education: on openings and their foreclosure

Vintimilla, Cristina Delgado; Pacini‐Ketchabaw, Veronica

doi:10.1080/1350293x.2020.1817235

Cited by 35 publications

(17 citation statements)

References 24 publications

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“…Similarly, in many countries like China and Georgia, schools are deploying innovative and renewed approaches in restructuring education (Basilaia & Kvavadze, 2020;Zhu & Liu, 2020). Vintimilla and Pacini-Ketchabaw (2020) state, during the COVID-19 pandemic "within the context of early education, pedagogy has become an obscure, sophisticated supplement of some sort rather than an indeterminate field of responsive, generative, and collaborative practice of interpretation, ethical critique, and invention." (p. 628).…”

Section: Resultsmentioning

confidence: 99%

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

İnan

2020

PEDAGOGICAL RES

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The current study aimed to examine the perceptions and experiences of Reggio Emilia-inspired early childhood educators in Turkey regarding the difficulties they experienced in the New Normal. The study utilized the method of phenomenography. Data collection included an online questionnaire consisting of open-ended questions and demographic information questions. Data analysis included both the content analysis and the thematic analysis. The study involved 226 Reggio Emilia-inspired educators from different schools in Turkey. The findings showed that many of the participants were not aware of different ways to do distance education and adhered to online education only. Most of those educators, who adhered to online education, complained about difficulties and negative experiences related to online education and they thought that online/distance education is suitable for children aged 6 and up but not for younger ones. Only a few of them agreed that online education was effective in supporting children's development and learning. On the other hand, all of them agreed that face-to-face education was effective during the pandemic. The findings of the current research also showed that some educators received both parents' support and others' support (e.g., own relatives, managers, colleagues) but some of them received no support at all during the pandemic.

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Section: Resultsmentioning

confidence: 99%

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

İnan

2020

PEDAGOGICAL RES

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“…Í leikskólum sem er stjórnað af klukku og fyrir fram mótuðum verkefnum er hlutverk leikskólakennara fyrst og fremst að vera sá sem leggur út verkefni og athafnir án þess að tengja það sérstaklega sérkennum þess umhverfis sem starfað er í eða gaeðum þess sem lagt er upp með. Haettan er að börn fjarlaegist eigin menningu og umhverfi, þau verði viðtakendur en ekki samskaparar þekkingar (Vintimilla og Pacini-Ketchabaw, 2020). Leikskólareynslan verði þar með ekki merkingarbaer og af leiðingin þaegir en ekki ígrundandi einstaklingar.…”

Section: Menntandi Og Merkingarbaer Reynslaunclassified

Upplifun barna af leikskóladvöl „Stundum er maður lengi í leikskólanum, en ekki alltaf“

Hreinsdóttir¹,

Dýrfjörð²

2021

Netla

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Klukkan mótar starfshætti í leikskólum og stýrir tíma barna í daglegu starfi. Áhrif tímans á leikskólastarf og skipulag þess eru töluverð og er upplifun barna á tíma ekki sú sama og fullorðinna. Klukkan hefur áhrif á barnahópinn og tengist fagmennsku kennara sem felst í skýru dagskipulagi og vel skipulögðu starfi. Á sama tíma getur skipulag tímans komið í veg fyrir flæði í leik barna og dýpt. Markmið þessarar rannsóknar er að leita eftir upplifun barna á dvalartíma sínum í leikskóla og varpa ljósi á hvaða þættir hafa áhrif þar á í þeim tilgangi að koma betur til móts við sjónarmið þeirra. Rannsakendur byggðu á aðferðum sniðnum að ungum börnum í anda þátttökurannsókna og vörðu tíma með 160 til 180 börnum á aldrinum 4 til 5 ára á níu deildum í sex leikskólum á höfuðborgarsvæðinu. Niðurstöður sýna að leikskólarnir sem tóku þátt í rannsókninni störfuðu eftir hefðbundnu dagskipulagi eða sveigjanlegu, sem þó var í eðli sínu ekki ósvipað hefðbundnu skipulagi, þar sem fastir liðir eru matartímar, samverustundir, leikur og útivera. Fram kom að börnin sem rætt var við þekkja ekki annað en að dvelja í leikskóla megnið af vökutíma sínum. Mörg barnanna töldu sig vera lengi í leikskólanum, sumum börnum fannst misjafnt hvort þau eru lengi eða stutt og einhverjum barnanna fannst þau vera stutt í leikskólanum. Fram kom að vinátta barna er þeim mikilvæg og að þau fái tækifæri til að fást við fjölbreytt, menntandi og merkingarbær viðfangsefni í leikskólanum sem þau fá að stýra sjálf. Gefa þarf tímaskyni barna gaum og ætti skipulag leikskólastarfs að taka mið af upplifun og skynjun barna á tíma.

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“…For many pedagogists, relations can hardly be understood without the familiar alignment that centers the child as both object and subject of educational projects, and foregrounds the difficult work of a pedagogist in inventing ways to question and disrupt the normative child. We think this is a worthwhile project in the education of pedagogists because unsettling the normative child means contributing toward the necessary efforts to rethink who the human is while questioning what ways of being, knowing, and relating we might need to nurture pedagogically so that we can better respond to the times in which we live (Vintimilla and Pacini-Ketchabaw, forthcoming).…”

Section: Developmentalism and Human Mastery As Pillars Of Child-cente...mentioning

confidence: 99%

Propositions toward educating pedagogists: Decentering the child

Land

Vintimilla

Pacini‐Ketchabaw

et al. 2020

Contemporary Issues in Early Childhood

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The authors propose decentering the child as a critical motion in the education of pedagogists who work to refuse developmental pedagogies in early childhood education. Tracing how child-centered developmental practices are obstacles for deeper ethical and intellectual work and reiterate anthropocentric relationalities, they offer two propositions toward decentering the child that they emphasize in pedagogists’ learning: refusing legitimation through mastery and abandoning narratives of linearity. The authors advance these propositions within an intention to reinvent the relational commons that anchor pedagogists’ learning and practice while responding to the complexities of early childhood education in Canada.

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Weaving pedagogy in early childhood education: on openings and their foreclosure

Cited by 35 publications

References 24 publications

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

Upplifun barna af leikskóladvöl „Stundum er maður lengi í leikskólanum, en ekki alltaf“

Propositions toward educating pedagogists: Decentering the child

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