To see the other types of publications on this topic, follow the link: Early childhood education (ECE).
Dissertations / Theses on the topic 'Early childhood education (ECE)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Early childhood education (ECE).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kim, Yeon Ha. "Korean ece teachers' strategies for addressing challenging behavior." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5932.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 26, 2007) Includes bibliographical references.
2
Jones, Kourtney Denise. "Empowering Early Childhood Teachers: A Community Based Participatory Research Approach." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/426.
Full textAbstract:
Despite a significant increase in the demands for teachers’ professional development, the work environments of teachers have not developed at a comparable rate. Due to research on inequity in teacher work environment, the purpose of this case study was to explore the role of empowerment in the early childhood education (ECE) workforce, using Community Based Participatory Research (CBPR) as a framework. This project was done with 5 educators in a for‑profit ECE center. Over the course of five weekly sessions, the educators completed questionnaires, interviews, and engaged in weekly focus groups geared towards providing the teachers with an opportunity to share their experiences and collaborate on solutions for change in their work environment. Overall, descriptive statistics of the quantitative data did not demonstrate an increase in empowerment over the course of the project. However, the six emerging themes (i.e., Frustration with Center Operations and Corporate, Empowerment, Communication, Emotional and Physical Well‑Being, Teacher Unity, and Teacher Training and Education) provided important insights into the nature of teacher empowerment in the ECE setting, which informed lessons learned and future directions for research.
3
Rickardsson, Erik. "Teknik på förskolan : Hur pedagoger uppfattar och ser på teknik i förskolan." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20836.
Full textAbstract:
Syftet med uppgiften är att få kunskap om hur pedagoger uppfattar och ser på teknik i förskolan. För att undersöka detta har jag formulerat följande övergripande frågeställningar: Hur resonerar, uppfattar och ser pedagoger på begreppet teknik?, samt Hur arbetar pedagogerna med teknik i förskolan? Som metod har jag valt semistrukturerade kvalitativa intervjuer som tolkas utifrån fenomenologisk teori och sex pedagoger vid sex olika verksamheter i en kommun har intervjuats. Pedagogerna i studien ser teknikämnet som något positivt och tycker det är kul, men framför att många i deras arbetslag finner en viss rädsla för ämnet. Teknik behöver inte vara svårt och går att fånga i vardagen på förskolan, men det svåra är att medvetandegöra för barnen att de arbetar med teknik. Av studiens resultat framkommer att teknik på förskolorna framför allt är bygg- och konstruktion med olika strukturerade och ostrukturerade material, och att aktiviteter sker främst spontant och äger rum året runt både inomhus och utomhus.
4
Rucker, Larra. "The Inclusion of Training on Family Engagement in State-Level ECE Workforce Policy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/32.
Full textAbstract:
The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.
5
Kalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.
Full textAbstract:
Cultural play songs are a world wide phenomenon in which children participate. The
current research explored settings where such cultural play songs occur; both in and
outside of pre-schools. Despite the availability of play songs in most cultural
contexts, combined with children's natural inclination to be actively involved in
playing and singing games, these cultural assets are generally not considered as a
pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this
research was to investigate the pedagogical significance of cultural play songs found
in and outside of pre-schools for ECE.
In this study, I investigated how play songs take place in both settings in order to
reveal commonalities and differences so that, when taken together, this knowledge
would enhance the understanding of how educators could optimally use play songs
in ECE contexts. An ethnographic research design was conducted within a
qualitative paradigm, incorporating non-participant observation, complete participant
observation, video recordings, and face-to-face interviews. For the first part of data
collection within pre-school settings, participants included thirty teachers from twenty
pre-schools in seven provinces of Zambia. During the second part of data collection
in a simulated out of school setting, participants included eighteen pre-school
children and an expert on cultural play songs. This resource person facilitated
sixteen cultural play song sessions in which the children and I actively participated.
Video recordings were made of all cultural play song activities in both settings,
supporting non-participant as well as complete participant observasions.
This empirical data provided evidence regarding the pedagogical value of play songs
as a cultural resource. As a result, play songs were collected in order to be
preserved and promoted for future use in ECE, thus defying the simplistic view that
they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory
and African traditional education perspectives as theoretical framework, the study
equally makes a scholary contribution towards play songs as a valuable indigenous
tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly,
there is limited to non use of these songs in Zambian pre-schools compared to
English rhymes and Sunday school songs; secondly, they are not currently
considered as valid resources for teaching and learning; and thirdly, their use in ECE
depends on the teacher's knowledge, skills and perceptions, as well as on the
attitudes of school administration and parents. Recommendations are made for
flexible methodologies which nurture linkages between music practice in and outside
of school settings. Play songs as cultural resources support teacher and learner
interactions in musically and playfully stimulated environments.Thesis (DMus)--University of Pretoria, 2016.
Music
DMus
Unrestricted
6
Davis, Elspeth Anne. "Optimising the education and care experiences of children with 'difficult' temperament." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78354/4/Elspeth_Davis_Thesis.pdf.
Full textAbstract:
This thesis asked whether more temperamentally reactive or difficult children are more sensitive to Early Childhood and Care (ECEC) environments than less reactive children. The aim was to assess what forms of ECEC provision best support more reactive children. The study analysed data from the national Effective Early Educational Experiences (E4Kids). Children with reactive temperament had less behavioural difficulties in classrooms with higher quality instruction but more when instructional quality was low. The findings underscore the importance of higher quality ECEC environments for temperamentally vulnerable children and the possibility that temperamentally reactive children are "barometers" of ECEC quality more generally.
7
Roy, Anuja. "Attitude, Perceptions and Development of edTPA as an assessment process among ECE senior cohort students." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1574417390691589.
Full text
8
Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
9
Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.
Full textAbstract:
xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires
10
Ancell, Katherine. "PROVIDER PERSPECTIVES: EXAMINING THE TRANSITION FROM EI TO ECSE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1646.
Full textAbstract:
Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.
11
Johnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.
Full textAbstract:
Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the conditions which enabled successful articulation to university, the thesis contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.
12
Greaves, Morten. "The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746279.
Full textAbstract:
This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take.
This exploratory comparative case-study explores the lived-experiences, perceptions and praxes of ECCE educators in Lebanon and Denmark, as well as the habitus from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes.
The four participants’ perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.
13
Yeschenko, Melanie Renee. "Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level." Thesis, Duquesne University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601236.
Full textAbstract:
This research set out to enhance instruction for early education and child development majors in a community college setting in a manner that allows them to gain content knowledge while becoming more prepared to practice effective pedagogy in early learning classrooms. This study examined how metacognitive awareness changes throughout a semester with scaffolded goal setting and reflective practices. It investigated the types of goals students set for a specific learning task, as well as investigated their ability to apply reflective practice to their own learning and teaching practices. This research used a mixed method design to data collection with quantitative data from rubrics and an inventory and qualitative data from instructor journaling. Quantitative results indicated that students improved in some elements of goal setting and all assessed elements of reflective practice, along with improvements in metacognitive awareness. Qualitative findings also indicated that students improved in metacognitive awareness and goal setting as a formal practice even though there was evidence of struggle in regard to the unfamiliarity of the goal setting practice itself and defining a time frame to achieve their goals. The goal setting and reflective practices within the course were helpful to the instructor. Each provided an opportunity for the instructor to support student learning and effectively use strategies to support achievement of the students in the course and in the early childhood field.
14
Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challenges which continue to degrade Planet Earth. Hence, many levels of education, especially formal education; have been making some inroads towards empowering people to change their behaviour and help others through the integration of EE in learning and teaching activities. Unfortunately, the early childhood stage of human development has been neglected when it comes to education issues, in general (Calman and Tarr–Whelan 2005; Davis 1998), and in the context of this study, in issues concerning Environmental Education (Davis 2009). For example, Davis (2009) conducted a literature survey for the period 1996 – 2007 with a focus on environmental education/education for sustainability and childhood education and discovered that little research had been conducted in this area. Hence, she laments, “in general, early childhood education researchers have not engaged with environmental/sustainability issues, and environmental education researchers have not focused on very young children and educational settings” (Davis 2009: 229). Accordingly, this study was undertaken in response to Davis’s (2009) outcry and the realisation that, indeed, even in the context of South Africa, there is paucity of research in the areas identified by Davis (2009). The purpose of this qualitative–interpretive paradigm guided inquiry was to investigate the extent to which Environmental Education is integrated in Grade R teaching and learning activities at selected Early Childhood Development (ECD) Centres in the North West Province of South Africa. In order to gain in–depth information and multiple perspectives (Creswell 2007) on the subject of inquiry, the maximum variation strategy, a subtype of purposeful sampling (McMillan and Schumacher 1997) was used for case selection.Consequently, four Grade R offering ECD centres with diverse characteristics participated in this inquiry. From each of the selected centres, one Grade R classroom was selected for investigation. Likewise, the Grade R teachers whose classes were selected together with their principals participated in the investigation. Three data generation strategies were used in this inquiry, namely; participant observations, semi–structured interviews, and document and artefact analysis. And, in order to assign meaning to generated data, two data analysis strategies were utilized, namely; constant comparison (Leech and Onwuegbuzie 2007) and domain analysis (Neuman 2011). Evidence from this study suggests that, to a very limited extent, some Grade R teachers do integrate environmental issues in their activities. However, this infusion of EE is done, mainly, in the form of teaching about the environment with little or no teaching in/through and for the environment. Hence, viewed from Kopelke’s (2012) perspective, this integration of environmental issues can be considered to be environmental studies. Likewise, hindrances to the integration of EE in selected Grade R classes were identified. These included the following: classroom overcrowding, underfunding, inadequate teacher training and lack of resources. On the other hand, the following were some of the factors identified as enablers of EE infusion: collaboration among the Grade R teachers, well–designed Learning and Teaching Support Material (LTSM) and, enabling curriculum frameworks. The study makes the following recommendations, among other things: the prioritisation of Grade R teacher training and remuneration, on–going and meaningful professional support for Grade R teachers, adherence to the norms and standards for Grade R funding and empowerment of School Management Teams and Senior Education Specialists to adequately support the Grade R teachers. Additionally, studies of similar nature are recommended and the study is rounded off with some guidelines on the integration of EE in Grade R.
AFRIKAANSE OPSOMMING: Planeet Aarde word deur ontelbare probleme wat in die afgelope jare verhoog geteister. Hierdie probleme sluit in, onder andere, e–afval, vermindering van biodiversiteit, lugbesoedeling, aardverwarming en nog meer. Sonder twyfel word die gulsigheid van die mens liewer as die voorsiening van behoeftes as die kern van hierdie probleme, wat die volhoubaarheid van die aarde se ekosisteme bedreig, beskou. Vir ’n paar jaar word Omgewingsopvoeding (OO) erken en gevolglik gebruik om die effek van die voortdurende uitdagings om Planeet Aarde te degradeer en te neutraliseer. Gevolglik het baie vlakke van onderwys, veral formele onderwys; deur die integrasie van Omgewingsopvoeding in leer= en onderrigaktieiteite vordering t.o.v die bemagtiging van mense gemaak om sodoende hul gedrag te verander en ander mense in die proses te help. Ongelukkig word die vroeë kinderfasee van menslike ontwikkeling in die algemeen, verwaarlos waneer dit by onderwyskwessies kom (Calman en Tarr–Whelan 2005; Davis 1998), en veral in die konteks van hierdie studie, spesifiek die kwessies van Omgewingsopvoeding(Davis, 2009). Davis (2009) het ’n literatuuroorsig vir die tydperk 1996 – 2007 met die fokus op omgewings /opvoeding vir volhoubaarheid in kinderonderwys gedoen, en ontdek dat baie min navorsing in hierdie gebied gedoen is. Dus betreur sy die feit dat “in die algemeen navorsers in vroeë kinderonderwys nie die kwessies van volhoubaarheid aangeraak het nie en die navorsers in omgewingsopvoeding nie op baie jong kinders en hulle opvoedkundige kontekste gefokus het nie” (Davis 2009: 229). Gevolglik is hierdie studie onderneem in respons op Davis (2009) se verweer en ook die besef dat, inderdaad; selfs in die konteks van Suid–Afrika, daar ‘n gebrek aan navorsing in die areas wat deur Davis (2009) geidentifiseer is bestaan. Die doel van hierdie kwalitatiewe–interpretatiewe ondersoek is om die mate waarin omgewingsopvoeding, in Graad R–onderrig en leeraktiwiteite by Vroeëkindontwikkeling (VKO) sentrums in die Noordwes Provinsie van Suid–Afrika geintegeer is, te ondersoek. Ten einde, in–diepte inligting en veelvuldige perspektiewe (Creswell 2007) oor die onderwerp van ondersoek te verwerf, is die maksimum variasie–strategie (McMillan and Schumacher 1997), wat ‘n sub–kategorie van doelgerigte steekproewe is as keuse vir hierdie gevallestudie gebruik. Gevolglik is vier VKO–sentrums, met uiteenlopende kenmerke, wat Graad R aanbied by hierdie ondersoek betrek. Uit elke gekose sentrum is een Graad R–klaskamer vir ondersoek gekies. Terselfdetyd het die Graad R–onderwysers van die gekose klasse en hul skoolhoofde aan die ondersoek deelgeneem. Drie strategiee is gebruik om data in hierdie ondersoek te genereer naamlik; deelnemer–waarneming, semi–gestruktureerde onderhoude en die analise van dokumente en artefakte. Twee strategiee is gebruik om data te analiseer en betekenis daaraan te gee, naamlik; konstant–vergelykings (Leech and Onwuegbuzie 2007) en domein– analise (Neuman 2011). Bewyse uit hierdie studie dui daarop dat, sekere Graad R–onderwysers tot ’n baie beperkte mate, omgewingskwessies in hul aktiwiteite integreer. Hierdie integrasie van omgewingsopvoeding sluit hoofsaaklik onderrig oor die omgewing in met min of geen onderrig of/deur en vir die omgewing. Dus, vanuit Kopelke (2012) se perspektief, kan hierdie integrasie van omgewings–kwessies in aanmerking geneem word by omgewingsstudies. Daarbenewens is ook, hindernisse tot die integrasie van OO in gekoste Graad R–klase identifiseer. Dit sluit die volgende in: oorbevolkte klaskamers, swakbefondsing, onvoldoende opleiding van onderwysers en ’n gebrek aan hulpbronne. Andersyds is die volgende faktore identifiseer as geleenthede wat die integrasie van OO kan bevorder: samewerking tussen die Graad R–onderwysers, goed ontwerpte Leer en Onderrig Ondersteuning Materiaal (LOOM) en bemagtigende kurrikulumraamwerke. Die studie maak onder andere die volgende aanbevelings: die prioritisering van Graad R–onderwyser- opleiding, deurlopende en betekenisvolle professionele ondersteuning aan Graad R–onderwysers, voldoening aan die norme en standaarde vir Graad R–befondsing, en die bemagtiging van Skoolbestuurspanne en Senior Onderwys–spesialiste tot die effektiewe ondersteuning van Graad R–onderwysers. Daarbenewens word, studies van soortgelyke aard aanbeveel en word die studie met ’n paar riglyne oor die integrasie van OO in Graad R afgerond.
15
Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16112/1/Karen_Noble_Thesis.pdf.
Full textAbstract:
This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate.
Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as:
Demographically convenient,
Safe, secure and hygienic,
Providing a routine,
Caring and nurturing,
Having trained and qualified staff,
Valuing parents and keeping them informed,
Preparing for further learning,
Providing socialisation.
These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment.
In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by:
Relationship with child;
Influence of significant others;
Understandings of childhood;
Maximising the child's potential.
The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts.
An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
16
Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16112/.
Full textAbstract:
This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate.
Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as:
Demographically convenient,
Safe, secure and hygienic,
Providing a routine,
Caring and nurturing,
Having trained and qualified staff,
Valuing parents and keeping them informed,
Preparing for further learning,
Providing socialisation.
These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment.
In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by:
Relationship with child;
Influence of significant others;
Understandings of childhood;
Maximising the child's potential.
The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts.
An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
17
Engdahl, Angelica, and Anna Sundin. "Step by step towardsquality preschoolsin Sri Lanka : A qualitative study based on preschoolteachers’ perceptions." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-155419.
Full textAbstract:
The aim of this study is to create a better understanding of how preschool teachers in ametropolitan region in Sri Lanka view their opportunities to create quality preschools and alsoidentify factors that affect quality enhancement. Three research questions were created focusingon the preschool teachers’ perceptions of the quality of their preschools, what actions theyimplement to enhance the quality of preschools and what they consider affects their preschools’quality. In order to achieve the aim of the study, interviews were conducted with six preschoolteachers, all from different preschools. The results show that preschool teachers have anapparent positive attitude towards the quality of their own preschools. The actions theyimplement in hope of improving quality are staff meetings, where they plan for the future andenvironmental improvements. Further the results also show that four out of six preschools carryout some part of the Systematic Quality Development Work (SQDW). The factors that theteachers believed influence the quality of preschools included the minimum standards in SriLanka, shortcomings in preschool teacher education and expectations.
18
Kemmies, Sharelda Luanshia Davidene. "Parents' perceptions of early childhood development in the Langkloof farming communities / S.L.D. Kemmies." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9665.
Full textAbstract:
Early childhood development has a lifelong impact on the future of each human being. However, all South Africans do not have equal access to the same quality ECD opportunities and services. As a means to advance knowledge in this regard, this study explores parents' perceptions regarding early childhood development (ECD) and their involvement therein, particularly within the Langkloof farming communities. Furthermore, the objective is to formulate guidelines, which can be applied to promote parents‘ involvement in ECD at home and at the ECD partial care facility the children are enrolled at. For this reason an interpretive, descriptive research design was utilised as methodology, which enables the determination of practical applicability. The data for this study was gathered by means of five focus groups, consisting of not more than eight participants per group. Participants were sampled though a purposeful sampling strategy to ensure that the most informative participants were selected for the study. Gathered data were transcribed and analysed on the basis of the basic qualitative analysis process, incorporating the thematic analysis strategy.
The findings of this study indicate that parents have a pertinent understanding of ECD and parental involvement in relation to existing literature on ECD. Participants‘ perceptions complement existing ECD-related literature, indicating that parental involvement in ECD includes a home-centred as well as a facility-centred approach. Participants made reference to their concerns and satisfactions with the ECD services that they are currently receiving. They furthermore made reference to the challenges that prohibit them from optimal parental involvement in the ECD of their children, both at home, as well as at the ECD partial care facilities their children are enrolled at.
Participants made suggestions on how they could be supported to address their concerns and challenges in both home-centred and facility-centred approaches in order to enhance parental involvement in their community. In general findings suggest that parents have the skills and are aware of their rights and responsibilities with regard to ECD parental involvement. However, if their insights were to be additionally buttressed in particular ways, their children‘s development in the early years could be enhanced.
Based on the findings therefore, this study recommends that governmental departments focus on determining the actual requirements of parents, based on their unique understanding of their circumstances and beliefs by means of practice-based research in less fortunate communities. Furthermore it is recommended that government departments, other role players involved in community-based ECD service delivery and farm owners should play a developmental, empowering and supportive role to assist parents to improve in respect of home-centred, as well as facility-centred parental involvement in ECD. In general the findings of this study therefore suggest that support services to parental involvement in ECD must be individualised based on research and theory and the requirements of parents and children in a specific context.Thesis (MSW)--North-West University, Potchefstroom Campus, 2013.
19
Cranitch, Christina S. "Professional identity: Shaping attraction, retention, and training intentions in early childhood education and care." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112813/2/Christina_Cranitch_Thesis.pdf.
Full textAbstract:
Across Australian long day care centres, thousands of early childhood (EC) educators face enduring challenges adversely impacting their pay, conditions, and workplace retention. Despite such challenges, significant numbers of EC educators continue to work in their roles over the long-term. Data was collected from 18 study participants and viewed through a professional identity framework comprising the dimensions of continuity, belonging and attachment, status and esteem, and mastery. The analysis shed light on the reasons underlying EC educator decisions to continue working in long day care centres within the broader context of historical and current policy approaches.
20
Pangeti, Patricia R. R. "Towards sustainable futures : exploring ecological learning in early childhood development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80069.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological complexities and alterations that are impacting both nature and humankind negatively. Such ecological problems are an indicator of unsustainable living by humans in societies, with inadequate natural resources management. These ecological intricacies are exacerbated by the increasing disinterestedness and detachment of children from the marvels of the natural world resulting in the creation of generations of ecologically unconscious citizens and imbalanced ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the younger generations that are most affected. In this context; how can the manifest and evolving ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in ECD, towards developing conscious future citizens who promote sustainable and ecological balance on the earth. The core objective is to understand current trends, scope, content and methodologies involved in ecological learning and how they may assist in preparing a proecological generation. The study employs a literature review methodology to explore the concept of ecological learning in ECD; examining the application of this paradigm to the sector of ECD through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their practice. Using a review of literature on ecological learning and ECD and the two case studies, the study attempts to demonstrate ecological learning practices in ECD centres. The teaching and learning practices in such centres project ECD to be the primary stage whereby ultimate growth, development and learning are created and therefore a vital platform for mentoring an ecologically mindful generation of citizens. However, on the other hand, the study also observes that the scale at which ecological learning is taking place around the world is too negligible to have a large impact in producing a generation of ecologically informed citizens. The study, then, recommends a paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a way of preserving the ecology and promoting sustainable development. The study therefore suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2) Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the growing need of new ways of being that can generate connectedness and belonging in a postconsumerist society seem best inculcated at early ages.
AFRIKAANSE OPSOMMING: Die einde van die 20ste, en begin van die 21ste eeu word gekenmerk deur ’n magdom ekologiese kompleksiteite en veranderinge wat die natuur en die mensdom (meestal) negatief raak. Hierdie ekologiese probleme dui op onvollhoubare samelewings en natuurlikehulpbron-bestuur. Die ekologiese uitdagings word vererger deur kinders se toenemende onverskilligheid en afsydigheid teenoor die wonders van die natuurlike wêreld, wat generasies van ekologies onbewuste burgers, sowel as ’n ongebalanseerde ekosisteem tot gevolg het. Dit is voorts duidelik dat die huidige ekologiese krisis, laer inkomste groepe en die jonger generasie die ergste raak. Teen hierdie agtergrond, moet ons onsself afvra, hoe die onmiskenbare en ontvouende ekologiese krisis omgekeer kan word? In hierdie studie word daar ondersoek ingestel na die doeltreffendheid van ekologie in die vroeë kindontwikkelings- (VKO) stadium, om burgers op te lewer wat volhoubare en ekologiese ewewig bevorder. Die kernoogmerk is om die huidige tendense in die bestek en inhoud van, metodologieë vir ekologiese leer te verstaan; sowel as hoe dít ’n pro-ekologiese generasie help toerus. Daar word gebruik gemaak van ’n literatuuroorsig, ten einde die konsep van ekologiese-leer in VKO te ondersoek. Die praktiese toepassing daarvan in twee VKO-sentrums, naamlik die Lynedoch-ekodorp en Campus Kindergarten (CK), wat albei ekologiese leer as ’n kernaktiwiteit beskou, ondersoek. Aan die hand van die kritiese literatuuroorsig sowel as die twee gevallestudies, poog hierdie navorsing, om te toon dat VKO-sentrums toenemend ekologiese praktyke erken. Die onderrig- en leerpraktyke in sulke sentrums beskou VKO as die primêre stadium wat uiteindelike groei, ontwikkeling en leer bepaal, en dus is dit ’n uiters belangrike platform om ’n ekologies-bewuste generasie van mentorskap te voorsien. Aan die ander kant is daar ook gevind dat die skaal waarop ekologiese leer wêreldwyd plaasvind, te klein is om enige beduidende impak te hê op die skep van ’n generasie wat ingelig is oor ekologie. Daarom word daar aanbeveel dat daar ’n paradigmaverskuiwing in inhoud en metodologieë moet plaasvind om ekologiese leer in VKO te prioritiseer as ’n manier om die ekologie te bewaar sowel as volhoubare ontwikkeling te bevorder. Die studie dui op die volgende; (1) geïntegreerde leer, tesame met konsekwentheid in die aanbieding van onderwerpe, en die fasilitering van VKOonderwyseropleiding en–diens; (2) die skakel tussen ekologiese opvoeding en die bydrae wat dit tot VKO lewer; (3) om nuwe maniere te vind, waarmee daar ’n skakel gevestig, en ‘n verband getrek kan word, in ‘n post-verbruikers samelewing.
21
Keir, Charlene (Ying-Ling). "Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City Municipality." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016269.
Full textAbstract:
This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
22
Ayling, Natasha Jane. "Measuring early childhood educators' self-efficacy for mandatory reporting of child maltreatment." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/130708/2/Natasha_Ayling_Thesis.pdf.
Full textAbstract:
This study aimed to investigate how to measure self-efficacy as an important aspect of mandatory reporting of child maltreatment in the context of early childhood settings in Queensland. A new scale was developed based on Bandura's Self-Efficacy Theory and subsequently tested through an anonymous online survey with 87 early childhood educators. Findings highlight the challenges of conducting research on sensitive topics and support existing research that has examined the barriers and facilitators to mandatory reporting. Opportunities and challenges relating to educators' self-efficacy are identified, and collective efficacy emerged as a key theme influencing motivation. Recommendations include enhanced training initiatives that focus on building collective efficacy, regular updating of service policies to better reflect legislative requirements, and further development work on a reporting self-efficacy measure.
23
Kisitu, Winifred. "Early childhood care and education in Uganda : the challenges and possibilities for achieving quality and accessible provision." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5823.
Full textAbstract:
The importance of Early Childhood Care and Education (ECCE) as a prerequisite for national development has been emphasized in recent years by developing countries and by donor agencies. Research findings point to the benefits children, as well as nations, derive from ECCE provision. For children, these benefits include school readiness; and for nations, benefits address the reduction of social inequality, possibilities for increased tax revenue through eventual improved employment prospects, and development of societal values. In 1990 at Jomtien in Thailand, 155 nations of the world agreed on a joint plan of action to fulfill six Education For All goals. The first goal required nations to work towards the expansion and improvement of comprehensive ECCE by the year 2015. The responsibility of poor countries was to make necessary budget allocations and policy commitments; rich countries were to provide both intellectual and financial support. Whilst some progress has been made, many developing countries especially in Sub-Saharan Africa are still at risk of not achieving EFA by 2015. Uganda is one country where there are difficulties in attaining EFA and ECCE in particular. This has been exacerbated by the prevailing economic, social, geographical, and cultural differences, as well as general beliefs about ECCE. This study investigates the present quality and accessibility in ECCE provision in Uganda. It explores the extent to which Uganda has expanded and improved ECCE and raises the key question as to why even with international donor support and government commitment to institutional changes, ECCE is an area of education still riven with problems. The study uses participant observation, semi-structured interviews, and photography in six selected schools in three Districts. Research findings reveal that the majority of children are not accessing ECCE provision, while many of those that do are being educated in environments not conducive to their learning and development. Findings show that there are a number of factors both internal and external to Uganda that impact upon efforts to fulfil the commitment made at Jomtien in 1990. This research concludes that first and foremost, there should be a national, ‘Ugandan’ approach to and policies about ECCE. Rather than being led by international pressure and policies, approaches to improving quality and accessibility in ECCE provision should be refocused away from ‘top-heavy’, ‘lop-sided’ approaches to a more pre-school-level focused approach. This will help in establishing and addressing culturally relevant and economically achievable quality targets. Secondly, there is need for public awareness of the importance of ECCE. This will not only give rise to increased community participation in the establishment of community-based ECCE centres, but also the involvement of stakeholders in the identification and implementation of solutions to the problems facing ECCE. And finally, rather than looking to the West for funding, Uganda should develop in-country funding strategies from both public and private sources. This will help to remove the negative impact of ‘modalities’, these often being required by external donor funding. In-country funding sources will as a result give Uganda room to ‘manoeuvre’ when planning for ECCE.
24
Josephidou, Jo. "Perceptions of ECEC (Early Childhood Education and Care) practitioners on how their gender influences their approaches to play." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125771/.
Full textAbstract:
Quality Early Childhood Education and Care (ECEC) has the potential to impact greatly on outcomes for young children and improve their life chances. Children (0–5 years) in England benefit from a play-based curriculum although there is little uniformity in the ECEC settings they attend. One consistent element is that the adults who engage with them in these settings are predominately female. Some suggest this situation is detrimental to children’s learning and development, particularly in the case of boys or for children where no male father figure is present in their home life. This thesis makes an original contribution by considering the perceived gendered roles that ECEC practitioners adopt when working within a play-based curriculum. It examines whether practitioners believe that their gender influences how they engage with children in play. Through qualitative surveys and open-ended interviews, practitioners shared their own definitions of play and approaches to play. Connell’s framework of masculinities and Synodi’s play labels were used as a lens for analysis. Findings reveal that practitioners use contradictory gender-blind and gender-binary scripts. They articulate both a perception that men can bring a ‘missing pedagogy’ and, also, an underlying tension between the child-centred curriculum and the practitioners’ sense of agency. This thesis argues that gender sensitivity training is vital for both ECEC students and practitioners to ensure that a high-quality workforce is developed that can be gender flexible in its practices and pedagogy.
25
Irvine, Susan. "Parent conceptions of their role in early childhood education and care : a phenomenographic study from Queensland, Australia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16165/1/Susan_Irvine_Thesis.pdf.
Full textAbstract:
Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing
discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of
parent as participant promotes a partnership approach, and, increasingly, parental
involvement in decision making at both service and public policy levels. Each of
these roles has been constructed for parents by governments and policymakers, with
little reference to the views and experiences of parents using ECEC.
Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic
research approach (Bowden & Walsh, 2000; Marton & Booth, 1997).
Twenty-six parents participated in the study. Data were gathered through semistructured
interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five
categories of description, denoting five distinctly different ways of seeing and
experiencing this role. The role of parents was seen as: (1) selecting and using the
best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in
decision making (the member of a service community conception). Taking a broader
perspective, the study again revealed variation in how parents constituted their role in
shaping ECEC policy, leading to the construction of four categories of description.
The role of parents was seen as: (1) no role in shaping ECEC public policy (the no
role conception); (2) being informed about policy that affects their child and family,
raising any concerns and/or seeking a change to current or proposed policy (the
raising concerns conception); (3) having some say in policy matters that affect their
child and family (the having some say conception); and (4) participating in policy
decision making, particularly where this is likely to affect their child and family (the
participating in policy decision making conception).
The study highlights variation in how these roles are constituted by parents, inclusive
of the basic concepts of parent as consumer and parent as participant. In addition, the
study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental
phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived
by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and
experiences, and, thereby, signifying more possible options for action.
26
Irvine, Susan. "Parent Conceptions of Their Role in Early Childhood Education and Care: A Phenomenographic Study from Queensland, Australia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16165/.
Full textAbstract:
Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of parent as participant promotes a partnership approach, and, increasingly, parental involvement in decision making at both service and public policy levels. Each of these roles has been constructed for parents by governments and policymakers, with little reference to the views and experiences of parents using ECEC. Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic research approach (Bowden & Walsh, 2000; Marton & Booth, 1997). Twenty-six parents participated in the study. Data were gathered through semistructured interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five categories of description, denoting five distinctly different ways of seeing and experiencing this role. The role of parents was seen as: (1) selecting and using the best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in decision making (the member of a service community conception). Taking a broader perspective, the study again revealed variation in how parents constituted their role in shaping ECEC policy, leading to the construction of four categories of description. The role of parents was seen as: (1) no role in shaping ECEC public policy (the no role conception); (2) being informed about policy that affects their child and family, raising any concerns and/or seeking a change to current or proposed policy (the raising concerns conception); (3) having some say in policy matters that affect their child and family (the having some say conception); and (4) participating in policy decision making, particularly where this is likely to affect their child and family (the participating in policy decision making conception). The study highlights variation in how these roles are constituted by parents, inclusive of the basic concepts of parent as consumer and parent as participant. In addition, the study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and experiences, and, thereby, signifying more possible options for action.
27
Erasmus, Janice. "Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31364.
Full textAbstract:
This study aimed to explore whether the curriculum and pedagogy of an Early Childhood Development (ECD) Level 4 Learnership recognized the informal knowledge of experienced practitioners. It focused on whether the curriculum and pedagogy considered the experiences of adult learners and to what extent adult education principles were followed in its delivery. A review of the literature in South Africa showed that there is a very limited amount of research on the training of ECD practitioners. The study considered the experiences of adult students completing their Learnership at two TVET colleges in Cape Town and focused on practices that could potentially have followed principles of adult learning as well as the recognition of prior experiential learning. The research explored whether the ECD teachers who had gained entry to the Learnership felt that their prior experiential knowledge was considered in the delivery of the learnership. The research adopted a qualitative and exploratory approach, using a conceptual frame drawn from the theoretical literature on adult learning, and on the Recognition of Prior Learning. The research design adopted a mixed methods approach involving interviews with the ECD managers at two TVET colleges and eight ECD teachers drawn from four different ECD centres in Mitchells Plain. A purposive sampling technique was used to select the research participants and semi-structured interviews were conducted face-to-face with each participant. In addition, data was collected via classroom observations as well as relevant policy and course documents. The analysis of research findings revealed that although ECD teachers without formal training had considerable understanding of how to educate the young children in their classes, this rich experiential knowledge was not drawn on during the initial process of entry into the learnership, nor in the curriculum or teaching strategies within the ECD Level 4 Learnership. The thesis ends by noting that there are various ways in which ECD teachers could have been better assisted.
28
Mcguire, Julianne. "Exploring barriers and enablers in early childhood education and care services to meet Australian infant feeding guidelines." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201105/1/Julianne_McGuire_Thesis.pdf.
Full textAbstract:
This thesis studies infant and young child feeding in Early Childhood Education and Care services in Australia, an environment of increasing importance to the child population. It examines policies and practices highlighting the need for visibility, support and collaboration in infant feeding in the first 1000 days to support ongoing health and development. It uniquely gives voice to experience of assessors as well as educators and families in eliciting strategies for increasing awareness and support for optimal infant and young child feeding practices in Early Childhood Education and Care.
29
Kondo, Chiharu. "Early childhood development (ECD) programs as protective environments for children in emergencies| A case of daycare centers in Iwate, Japan during the 2011 earthquake and tsunami disaster." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690748.
Full textAbstract:
The 2011 East Japan Earthquake and Tsunami suddenly took the homes, family members, friends, and familiar neighborhoods away from the children of Iwate. In the midst of this difficult situation, early childhood development (ECD) programs provided protective environments for the young children to access continuous care and development opportunities. This case study examines how these daycare centers in Iwate prepared for, responded to, and coped with the severe natural disaster, providing physical, cognitive, and psychosocial protections to these children.
The study re-affirmed that daycare centers in Iwate had integrated the national standards for disaster risk reduction (DRR). On the day of the disaster, personnel safely evacuated the children while practicing monthly drills. Despite the challenges, the daycare programs quickly re-established normalcy in children’s lives, ensuring continuous access to care. Not only did daycare personnel act in loco parentis for these children, but also re-installed daycare programs during the recovery.
The study revealed that local governments also faced serious challenges in their leadership and coordination roles. Their response capacities had been severely affected by the disaster. Governments’ appropriate and timely guidance was most beneficial for the daycare providers. Among other recommendations, I assert that in the future, local governments could take more active roles in coordinating the massive influx of humanitarian organizations.
This interpretivist research was based on my one-year fieldwork in Iwate immediately after the disaster, and employed a series of survey instruments (questionnaires and interviews). This case study contributes to the field of education and ECD in emergencies through the use of qualitative, ethnographic research. It also recognizes significant and complimentary contribution of qualitative inquiry methods, including on-site fieldwork, ethnographic analyses, and follow-up interviews, for better understanding of crisis situations.
While pre-school programs are not compulsory in Japan, the study calls attention to the valuable protection that they provide for both young children and their childhoods in emergencies. A recovery strategy that focuses on protective environments for children has great potential as a harmonizing approach, rather than as a parallel one, in the complex nature of humanitarian assistance.
30
Hua, Tonghuan. "Food allergy management in Early Childhood Education and Care (ECEC) Services: Are services aware of training guidelines for food allergy management?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2141.
Full textAbstract:
Background: Childhood food allergies (FA) are increasing in Australia. Although death from anaphylaxis caused by FA is rare, food-induced anaphylaxis could be fatal. It is unclear if staff in Early Childhood Education and Care (ECEC) are well prepared to manage food-induced anaphylaxis. This cross-sectional study utilised an online survey to assess the preparedness of ECEC staff nationally to manage FA.
Method: A survey addressing training, knowledge, skills and staff confidence to manage FA and anaphylaxis was emailed to 5956 ECEC centres nationally (excluding WA). Four hundred and ninety-four surveys were completed. Demographics were used to determine differences between State/Territory and socioeconomic status of the centres. Data was analysed using descriptive statistics and Chi-squared Test.
Results: A high proportion (76.7%) of ECEC services had children with a medically confirmed FA. A small percent (9.5%) of ECEC services did not require staff to undertake anaphylaxis training, which was non-compliant with current legislation. Staff confidence in FA and anaphylaxis management was high regardless of whether they had undertaken training, which indicated perception of confidence is not reflective of staff skill set to manage FA and anaphylaxis within services. Most (93.9%) ECEC services had a FA policy requiring Action Plans be provided. Over one third (37%) ECEC services stored adrenaline autoinjectors (AAI) in a locked location (not recommended). Approximately half (51.4%) of ECEC services reported having an AAI training device. NSW and Queensland had a significantly lower proportion of services with AAI training devices than Victoria (p-value < 0.001). Victoria reported the highest level of anaphylaxis management training (p-value < 0.05). Victorian services were also significantly less likely to store their AAI devices in a locked location compared to NSW and QLD (p-value < 0.001). There was no significant difference in staff training, knowledge, skills and confidence based on socio-economic status (p-value > 0.05).
Conclusion: ECEC staff self-reported a high level of training, knowledge, skills and confidence in FA and anaphylaxis management. However, this study revealed gaps in staff knowledge and skills, especially in how to correctly store and administer an AAI device. This study also identified a lack of awareness about the online FA and anaphylaxis training currently available. Better promotion of existing approved online training resources would increase the engagement of ECEC staff in anaphylaxis training
31
Caporal-Ebersold, Eloise. "Language policy and practices in early childhood education and care (ECEC) : a case study of an english-french bilingual crèche in Strasbourg." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAC020/document.
Full textAbstract:
Cette thèse de doctorat porte sur la première crèche parentale bilingue anglais-français établie dans la ville de Strasbourg, France. En utilisant une approche ethnographique, cette recherche examine le lien qui existe entre la politique linguistique identifiée et les facteurs sociaux. La problématique de recherche a été formulée ainsi : comment fonctionne une structure éducative bilingue dédiée à la petite enfance du point de vue des politiques linguistiques, quelles sont les implications du choix de la politique une personne, une langue (UPUL) sur les pratiques des acteurs éducatifs et des familles au sein de la crèche en question, et quel est le lien entre le bilinguisme déclaré de la structure et le multilinguisme des familles ? Enfin l’étude des choix de langues dans un contexte tel que celui de la petite enfance apporte-t-elle une compréhension nouvelle de la notion de politique linguistique éducative ? De plus, cet effort de recherche vise à combler une lacune dans les études de LP qui, dans une certaine mesure, sont concentrées soit sur le cadre familial, soit sur le cadre de l’éducation formelleThis doctoral thesis focuses on the first parental English-French bilingual crèche established in the multilingual city of Strasbourg, France. Using an ethnographic approach, this research looks into the relationship of language policy with social factors. With the one person, one language (OPOL) policy as this ECEC setting’s identified language policy (LP), my aim is to understand its language policy processes. Primarily informed by Spolsky’s tripartite LP conceptualisation, I seek to analyse the following: the declared language policy or what the proponents say about how they manage languages; the perceived language policy or what they believe about OPOL; and the practiced language policy or what they do and how they implement the said LP. Moreover, following Johnson (2009), I also address the multilayered dimension of LP and look at the agents, goals, processes and discourses involved in the creation of this crèche. Moreover, this research endeavour aims to address a gap in LP studies that to a certain extent have focused on either family or formal educational settings
32
Xu, Yuwei. "A cross-cultural analysis of gender and practitioner-child interactions in early childhood education and care (ECEC) settings in Scotland, Hong Kong, and Mainland China." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30595/.
Full textAbstract:
This study is conducted in the global contexts of policy calls for more men to work in early childhood education and care (ECEC) and of concerns over the assumed ‘feminisation’ of ECEC. The overarching aim is to critically interrogate whether men should be encouraged to work in the ECEC workforce in greater numbers in both the UK and China (Mainland China and Hong Kong). Framed by the poststructuralist theoretical framework of gender, this research aims to address four research questions: 1. How do practitioners posit themselves as women/men working with young children in ECEC? 2. How do children view their practitioners’ gender in relation to their daily interactions? 3. What is the nature of interactions between practitioners and children in ECEC settings? How far and to what extent can these interactions be seen to be gendered, and in what ways? 4. How far and to what extent can culturally-specific gender discourses be seen to have an impact on practitioner-child interactions in Scotland, Hong Kong and Mainland China, and in what ways? Qualitative, multiple-method and cross-cultural approaches were adopted. Research methods employed include observations in ECEC settings, interviews with ECEC practitioners, and pictorial activities with children. 17 ECEC settings were recruited from the cities of Edinburgh, Hong Kong, and Tianjin, and 34 ECEC practitioners and 280 children aged 3-6 years old participated in the research. The findings suggest that practitioners’ and children’s constructions of gender subjectivities can be diverse and dynamic processes through which individuals embody and ‘perform’ their gender with references to a variety of cultural and gender discourses that situate them. This study therefore argues that ECEC pedagogies and practices need to enable practitioners and children to interrogate dominant gender discourses and to become gender-sensitive and –flexible performers, in order to achieve gender equality, diversity and inclusion in ECEC. Current political drives in the UK, China and elsewhere to recruit more men to work in ECEC and to achieve a gender-balanced ECEC workforce need to reconsider their theoretical underpinnings and to make sure that such policies will not reinforce binary, hegemonic gender structures. A gender-diverse and –flexible approach to gender and ECEC is preferable for equitable and inclusive ECEC.
33
O'Gorman, Lyndal May. "An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16649/1/Lyndal_O%27Gorman_Thesis.pdf.
Full textAbstract:
The introduction of a universal, full-time Preparatory Year in all Queensland schools from 2007 is a significant reform in early childhood education and care (ECEC) in that state. Rapidly increasing enrolment of children in full-time Preparatory Year programs in non-government schools has been a feature of the Queensland context over the past decade. These trends, along with efforts towards consistency of services and universal school starting ages across Australian states and territories have prompted this important reform to early education in Queensland. Constructions of the role of parents as consumers of early childhood services and/or partners in their children's early education suggest that consideration of parent views of this reform is both timely and strategic. This thesis reports the findings of a research project investigating parent conceptions of a Preparatory Year in a non-government school in outer urban Queensland. The research used a phenomenographic approach to elicit and describe the qualitatively different ways in which a group of 26 parents viewed the Preparatory Year. Analysis revealed that the range of parent conceptions of the Preparatory Year demonstrated varying emphasis on parent needs, child needs and preparation for future success in school and beyond. The study led to the construction of five categories of description outlining five different ways of understanding the Preparatory Year. The Preparatory Year was viewed in relation to (1) the current needs of the parents, (2) the current needs of the child, (3) preparation for Year One, (4) providing an advantage in primary school, and (5) preparation for future success beyond school. These five categories were linked and differentiated from each other by two central themes, or dimensions of variation: (1) a beneficiary dimension in which either the parent or the child were seen to benefit from the program, and (2) a temporal dimension in which the program was viewed in relation to meeting current needs or preparing for the future. The results of the study suggest that variation exists in the ways that parents may conceptualise the phenomenon of the Preparatory Year in Queensland. Analysis of the data further suggests that tensions exist around whether the Preparatory Year ought to emphasise preparation for the future and/or meet current needs of children; and whether those programs should meet the needs of the parent and/or the needs of the child. This thesis opens up the possibility of future tensions, with the potential for parent preferences for a formal interpretation of the Preparatory Year curriculum being at odds with the new play-based Early Years Curriculum Guidelines. Results of the study suggest that more attention be given to engaging parents and eliciting their views of the early childhood programs experienced by their children. Moreover, it provides an approach for ways in which parent views might be generated, analysed and incorporated into future policy developments and reforms.
34
O'Gorman, Lyndal May. "An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16649/.
Full textAbstract:
The introduction of a universal, full-time Preparatory Year in all Queensland schools from 2007 is a significant reform in early childhood education and care (ECEC) in that state. Rapidly increasing enrolment of children in full-time Preparatory Year programs in non-government schools has been a feature of the Queensland context over the past decade. These trends, along with efforts towards consistency of services and universal school starting ages across Australian states and territories have prompted this important reform to early education in Queensland. Constructions of the role of parents as consumers of early childhood services and/or partners in their children's early education suggest that consideration of parent views of this reform is both timely and strategic. This thesis reports the findings of a research project investigating parent conceptions of a Preparatory Year in a non-government school in outer urban Queensland. The research used a phenomenographic approach to elicit and describe the qualitatively different ways in which a group of 26 parents viewed the Preparatory Year. Analysis revealed that the range of parent conceptions of the Preparatory Year demonstrated varying emphasis on parent needs, child needs and preparation for future success in school and beyond. The study led to the construction of five categories of description outlining five different ways of understanding the Preparatory Year. The Preparatory Year was viewed in relation to (1) the current needs of the parents, (2) the current needs of the child, (3) preparation for Year One, (4) providing an advantage in primary school, and (5) preparation for future success beyond school. These five categories were linked and differentiated from each other by two central themes, or dimensions of variation: (1) a beneficiary dimension in which either the parent or the child were seen to benefit from the program, and (2) a temporal dimension in which the program was viewed in relation to meeting current needs or preparing for the future. The results of the study suggest that variation exists in the ways that parents may conceptualise the phenomenon of the Preparatory Year in Queensland. Analysis of the data further suggests that tensions exist around whether the Preparatory Year ought to emphasise preparation for the future and/or meet current needs of children; and whether those programs should meet the needs of the parent and/or the needs of the child. This thesis opens up the possibility of future tensions, with the potential for parent preferences for a formal interpretation of the Preparatory Year curriculum being at odds with the new play-based Early Years Curriculum Guidelines. Results of the study suggest that more attention be given to engaging parents and eliciting their views of the early childhood programs experienced by their children. Moreover, it provides an approach for ways in which parent views might be generated, analysed and incorporated into future policy developments and reforms.
35
Mirtes, Christina M. "Contemporary Play: An Analysis of Preschool Discourse During Play Situations While Engaged Using Technology and While Using Traditional Play Materials." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408724754.
Full text
36
Breathnach, Helen. "Parent views of play in the Preparatory Year in Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60127/1/Helen_Breathnach_Thesis.pdf.
Full textAbstract:
Over the past ten years, Queensland has experienced a period of significant education reform including the introduction in 2007 of a Preparatory Year of schooling for children aged five years. Recently, the development of a new Australian Curriculum represents a further curriculum reform impacting on Prep in Queensland, as Prep is, for the first time, part of the broader school curriculum and specific content is to be taught. The place of play as a context for learning is a current topic of interest during this period of change, and this thesis argues that consideration of parent views with regard to play and its place in Prep is timely and strategic.
This thesis reports the findings of a research project that used case study to elicit and describe the ways in which eight parents viewed play in Prep. Analysis of parent interviews identified four themes: (1) parents interpreting play in Prep, (2) play and learning in Prep, (3) the Prep teacher's role in play and (4) parent tensions regarding play and learning in Prep.
The results of the study suggest that variation exists in the ways in which parents may view and interpret play in Prep in Queensland. Analysis of the data further suggests that these interpretations may reflect parents' understanding of the Prep program and their attitudes to play and school generally. This thesis suggests that parents may spend limited time in Prep classrooms, which may impact on their understanding of play as a theoretical tenet in Prep and may highlight limitations in parent-teacher partnerships.
The results of this study suggest that more attention be given to engaging parents in early childhood programs and eliciting their views on these programs. The results also suggest the importance of early childhood teachers advocating on behalf of play with their teaching colleagues, school leaders and policy makers.
37
Teixeira, Maria Helena Candeias Cabaço. "Prática de ensino supervisionada em educação pré-escolar: promoção de sustentabilidade em educação de infância." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/18739.
Full textAbstract:
O presente relatório da Prática de Ensino Supervisionada (PES) visa descrever e
explicitar o trabalho desenvolvido no âmbito das Unidades Curriculares Prática de Ensino
Supervisionada em Creche e em Jardim-de-Infância do Mestrado em Educação Pré-escolar da
Universidade de Évora, com o objetivo de promover a sustentabilidade ambiental, económica,
cultural e social, nestes dois contextos.
Tendo como ponto de partida o interesse pessoal pela temática que considero
fundamental ser promovida e trabalhada precocemente (em creche e jardim de infância), com
vista ao desenvolvimento de uma literacia ambiental, acresceu a constatação de práticas de
sustentabilidade ambiental, económica cultural e social pouco consolidadas na instituição onde
decorreu a PES.
O recurso à escala ERS-SDEC, num processo de investigação ação, onde a análise,
reflexão e avaliação conduziu a um planeamento intencional e a uma ação educativa que
envolveu crianças, famílias, equipa educativa e comunidade, promovendo aprendizagens e
produzindo mudanças ao nível da adoção de hábitos e práticas mais sustentáveis.
Foram essenciais para a concretização dos objetivos da PES, a inscrição da instituição
no Programa Eco Escolas, os princípios pedagógicos do Movimento da Escola Moderna e as
Orientações Curriculares para a Educação Pré-escolar; ABSTRACT: This report of Supervised Teaching Practice (STP) aims to describe and explain the
work carried out within the framework of the courses Supervised Teaching Practice in Creche
and Preschool of the Masters degree in Preschool Education of the University of Évora, in order
to promote environmental, economic, cultural and social sustainability in these two contexts.
The starting point was my personal interest on the theme, which I consider fundamental
promoting early on (in creche and Preschool), to develop an environmental literacy, as well
as the realization that environmental sustainability practices were poorly consolidated in the
institution where I developed the STP.
The use of the ERS-SDEC scale, in a process of research-action, where the analysis,
reflection and evaluation led to an intentional planning and an educational activity involving
children, families, educational staff and community, promoting learning, changing habits and
developing more sustainable practices.
It was essential the enrollment in the Eco-Schools Program, the adoption of the pedagogic
principles of the Modern School Movement and of the Portuguese Curricular Guidelines
for Preschool Education.
38
Abrahamsson, Terese. "Specialpedagogiska insatser för förskolebarn som behöver extra stöd i sin sociala kompetens : En kvalitativ studie av pedagogers uppfattningar om barns socialakompetens och betydelsen av anknytning och lek." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105771.
Full textAbstract:
The aim of this study was to describe and analyse nine pedagogues understandings and experiences of preschools work with early childhood interventions and special education for children in need of extra support in their social skills, from a special educational approach. Data was collected by qualitative interviews and the collected material was analysed with the phenomenological approach.The result was analysed through systems theory and three perspectives on special education. The major result showed that attachment is a concept that all respondents seemed to think were important in preschool and the foundation of every child's development. Attachment should permeate the entire preschool environment. The definition of social skills in children was for example requirements of various abilities where components such as turn-taking, consideration,communication and empathy where important. Interaction and collaboration was also important.The play of the children was a good activity and a good opportunity to train social skills, as playsituations clearly demonstrates the abilities required and the unique needs of each child. It was important that educators were present and even participating, in play by introducing, guiding,explaining and interpreting rules in playsituations. Special education is about a systematic approach by including time for teachers to reflect and adapting communication, relationships and indoorenvironments in preschools.
39
McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Full textAbstract:
This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed.
The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus.
The purpose of this study is, therefore, to provide
information on the development of such a program and to examine
the needs and possible future directions of teacher preparation
in special education for Early Childhood Education.Education, Faculty of
Graduate
40
Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.
Full textAbstract:
The purpose of this research study is to identify teachers&rsquoperceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
41
Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
Full textAbstract:
The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching.
In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools.
Moustakas&rsquos phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
42
Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.
Full text
43
Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.
Full text
44
Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.
Full text
45
Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.
Full textAbstract:
In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.
46
Ryan, Deborah M. "Parent involvement in early childhood education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.
Full text
47
Anick, Jill A. "'Education as democracy' in early childhood /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.
Full text
48
Kull, William Anthony. "Insulating effects of early childhood education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.
Full textAbstract:
The purpose of this study was to ascertain if formal early childhood education was related to the likelihood of later criminal activity. The secondary data analysis within this study did support inferences for four specific crime factors. This study found that preschool attendance lessened the incurrence of future criminal activity in crime categories of total numbers of damage offenses, total numbers of theft offenses, total numbers of damage alone offenses, and total numbers of injury and theft offenses.
49
Evanshen, Pamela, Rebecca Isbell, and C. Willis. "ETSU’s Doctorate in Early Childhood." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4387.
Full text
50
Gallard, Diahann. "Anthrozoology in early childhood education : a multiphase mixed methods study of animal-related education in early childhood." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4494/.
Full textAbstract:
This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.