Protective factors promoting participatory rights for early childhood children in residential care facilities in Harare, Zimbabwe
European Early Childhood Education Research Journal,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 16
Published: Jan. 13, 2025
This
qualitative
study
explored
protective
factors
in
implementing
participatory
rights
for
six-to-seven-year-old
children
living
seven
residential
care
facilities
Harare,
Zimbabwe.
The
consisted
of
semi-
structured
interviews
using
open-ended
questions
with
directors.
were
purposefully
sampled
based
on
the
style
they
adopted,
namely
five
homes
adopted
household
unit
and
two
dormitory
style.
Through
thematic
data
analysis,
four
themes
identified
that
promoted
early
years
development
residing
at
homes,
namely:
use
an
open-door
policy,
style,
foster
intervention
programmes,
availability
mass
media.
Based
findings
several
recommendations
are
made
how
to
further
protect
children.
Although
was
conducted
Zimbabwe,
it
has
global
value
because
there
all
countries.
Language: Английский
Implementing multilingual pedagogy in Finnish ECEC groups – from monolingual practices towards more systematic approaches
International Journal of Multilingualism,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 18
Published: Nov. 6, 2024
The
study
explores
the
implementation
of
multilingual
pedagogy
in
Finnish
early
childhood
education
and
care
(ECEC)
settings.
Utilising
LangPeda
assessment
tool,
data
were
collected
from
82
ECEC
groups
across
47
centres.
A
qualitative
content
analysis
was
conducted
to
evaluate
pedagogical
activities.
Findings
reveal
that
while
systematic
can
be
implemented
irrespective
children's
ages
or
proportion
children,
only
10
per
cent
practiced
it
systematically.
Many
personnel
showed
narrow
engagement
with
activities,
often
due
a
lack
knowledge
confidence
supporting
languages
other
than
institution's
primary
language,
English.
Key
features
influencing
include
perspective
languages,
parental
engagement,
use
diverse
research
emphasises
importance
choices
attitudes
creating
supportive
learning
environments,
underscoring
potential
benefits
practices
for
all
children.
Despite
language
policies,
finds
many
educators
are
not
adequately
prepared
implement
these
requiring
self-reflection
adaptation
their
teaching
methods.
results
underline
significance
through
training
resources
meet
challenges
linguistically
population.
Language: Английский
Promotion of 3–5-year-old girls’ and boys’ physical activity in the outdoor playground of kindergarten, viewed from female and male kindergarten staff’s perspective
Bente G. Kvitvær Nordmo
No information about this author
European Early Childhood Education Research Journal,
Journal Year:
2024,
Volume and Issue:
32(5), P. 772 - 787
Published: Feb. 5, 2024
The
purpose
of
this
article
is
to
qualitatively
explore
the
disparity
in
perspectives
female
and
male
staff
promoting
physical
activity
towards
3–5-year-old
girls
boys
outdoor
playground
a
Norwegian
kindergarten.
sample
consisted
eight
two
members
from
one
Semi-structured
interviews
were
used
gather
in-depth
insight
on
their
attitudes,
thoughts,
actions.
results
study
illustrate
basic
agreement
that
are
usually
more
active
with
both
boys.
Further,
demonstrate
neither
female-
nor
view
promotion
gender
perspective.
reveal
intend
treat
every
girl
boy
same
manner
when
it
comes
activity;
thus,
surprising
result
they
do
not
seem
be
conscious
about
own
stereotypical
attitude
how
may
affect
activity.
members,
regardless
gender,
obtain
an
learned
helplessness
because
feel
there
enough
adults
present
Language: Английский