Enacted Pedagogies in First Transitions DOI Open Access
E. Jayne White, Lynn McNair, Bridgette Redder

et al.

Policy and pedagogy with under-three year olds, Journal Year: 2022, Volume and Issue: unknown, P. 109 - 135

Published: Jan. 1, 2022

The articulation of desirable, or even actual (lived), infant pedagogies enacted during first transitions to early childhood education and care (ECEC) is seldom expressed despite a growing discourse on infants-as-learners. It therefore unsurprising that the educators who participated in our International Study Social Emotional Early Transitions (ISSEET) rarely articulated (see Chap. 4). Although these are central educational practice with infants, their rare mention indicative beliefs about What gets prioritized, made intentional (or, conversely, incidental) by themselves, lies at heart transition experience. In this chapter, we explore some pedagogical acts took place ISSEET settings before infants' day articulations themselves. emphasis here not only what were doing foster (as starting for relational learning) "common ground" experience between among parents, families but also how they upholding priorities against competing—and sometimes conflicting—priorities. While efforts helped integrate within broader community network institutional functioning, called use practices attended social emotional experiences. To illustrate enacting "looked like" reality, intersperse commentary discussion interview excerpts, images, vignettes drawn from study. Together, paint picture enactment across each country

Language: Английский

“E há que se cuidar do broto”: o cuidado como ética e prática profissional na Educação Infantil DOI Open Access
Ditte Winther‐Lindqvist, Letícia de Souza Ribeiro

Série-Estudos - Periódico do Programa de Pós-Graduação em Educação da UCDB, Journal Year: 2025, Volume and Issue: unknown, P. 151 - 172

Published: April 2, 2025

Este ensaio teórico explora o conceito de cuidado no contexto da educação infantil, destacando sua natureza ética. Concebendo como base para aprendizado e bem-estar, sintetizam-se contribuições filosofia, modo a sustentar que um alta qualidade não é direcionado apenas as necessidades físicas básicas, mas também envolve presença emocional, reconhecimento respeito pela criança. O artigo focaliza diferenças entre profissional privado, abordando necessária distinção amor cuidado. Exploram-se, ainda, dimensões responsiva proativa do cuidar. As autoras enfatizam cuidar bem exige colaboração com famílias conhecimento sobre situação social desenvolvimento das crianças 0 3 anos, garantindo elas posição sujeitos nas interações. Ao tematizar profissional, espera-se contribuir tornar trabalho mais visível valorizado, ressaltando urgência se avançar em direção uma conceituação propriamente teórico-científica cuidar, superando práticas pautadas noções senso comum instituições infantil.

Citations

0
Preparing and supporting professionals working with infants and toddlers DOI Open Access
Sara Barros Araújo,

Peter Elfer,

Gloria Quiñones

et al.

Early Years Journal of International Research and Development, Journal Year: 2023, Volume and Issue: 43(3), P. 443 - 454

Published: May 27, 2023

Language: Английский

Citations

3
Revolutionary Love: Early Childhood Education as Counter-Culture DOI Open Access

Geoff Taggart

Sustainability, Journal Year: 2022, Volume and Issue: 14(8), P. 4474 - 4474

Published: April 8, 2022

This paper places the pedagogies of love and care which typify early years practice in context evolution, arguing that, during an optimum window development, young children are predisposed physiologically to benefit from attention multiple alloparents. anthropological model community stands stark contrast individualistic privatised notion neoliberal cultures, indicating reasons why practitioners may be ambivalent about it. Moreover, it is argued whilst easily commoditised, deeper concept love, contextualised within wisdom faith paths, resistant money culture. In looking beyond neoliberalism at counter-cultural alternatives, alloparenting traditions suggest a way ECEC settings can establish themselves as models social sustainability rooted ‘philia’ mutuality.

Language: Английский

Citations

4
برنامج مسرحي تفاعلي لتنمية بعض القيم الاجتماعية لدى أطفال الروضة بالمناطق العشوائية DOI Open Access

دينا جمال

مجلة الطفولة, Journal Year: 2024, Volume and Issue: 46(1), P. 281 - 365

Published: Jan. 1, 2024

Citations

0
Supporting Young Children’s Exploration of Mathematical Concepts: Co-teachers’ Involvement in Joint Play DOI Creative Commons
Liang Li

British Journal of Educational Studies, Journal Year: 2024, Volume and Issue: 72(3), P. 341 - 358

Published: Jan. 30, 2024

There has been a major international focus on the education and care of toddlers. To date, empirical studies adults' interactions in play with toddlers have focussed proximity teachers, teachers' affective responses, joint attention between adults children play. However, less given to role two teachers working together supporting children's exploration concepts This paper takes cultural-historical perspective draws upon subjective positioning investigate how co-teaching promotes toddlers' mathematical concepts. Visual data group playing is analysed explore applied pedagogy support concept. The study argues that provides potential collective as can work collaboratively address challenges needs their rules Co-teaching by paired enables become more complex, helping and, turn, further enhancing

Language: Английский

Citations

0
An infant-toddler outdoor risky play practices in an early childhood centre in Australia DOI
Gloria Quiñones

Journal of Outdoor and Environmental Education, Journal Year: 2023, Volume and Issue: 26(3), P. 463 - 477

Published: Dec. 1, 2023

Language: Английский

Citations

1
Enacted Pedagogies in First Transitions DOI Open Access
E. Jayne White, Lynn McNair, Bridgette Redder

et al.

Policy and pedagogy with under-three year olds, Journal Year: 2022, Volume and Issue: unknown, P. 109 - 135

Published: Jan. 1, 2022

The articulation of desirable, or even actual (lived), infant pedagogies enacted during first transitions to early childhood education and care (ECEC) is seldom expressed despite a growing discourse on infants-as-learners. It therefore unsurprising that the educators who participated in our International Study Social Emotional Early Transitions (ISSEET) rarely articulated (see Chap. 4). Although these are central educational practice with infants, their rare mention indicative beliefs about What gets prioritized, made intentional (or, conversely, incidental) by themselves, lies at heart transition experience. In this chapter, we explore some pedagogical acts took place ISSEET settings before infants' day articulations themselves. emphasis here not only what were doing foster (as starting for relational learning) "common ground" experience between among parents, families but also how they upholding priorities against competing—and sometimes conflicting—priorities. While efforts helped integrate within broader community network institutional functioning, called use practices attended social emotional experiences. To illustrate enacting "looked like" reality, intersperse commentary discussion interview excerpts, images, vignettes drawn from study. Together, paint picture enactment across each country

Language: Английский

Citations

0