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Early Child Development and Care, 2021
This article considers the relevance of Susan Isaacs' practice and research for twenty-first century early childhood education, reflected in two studies conducted discretely nearly a century apart that theorize young children's constructions of knowledge: Isaacs' Malting House School study and the 'Young Children Are Researchers' study. The article reviews Isaacs' work with particular focus on 'discovery, reasoning and thought', her values and three key disciplines that informed her practice and research: pedagogy, philosophy and psychology. Selected findings from Isaacs' Malting House School Study and the 'Young Children Are Researchers' study are critiqued to build the argument that not only has Isaacs' work left a powerful legacy to the field of early childhood education, but that it also has potential to benefit the field now and into the future. However, this proposition is contingent on early childhood educators who are highly knowledgeable and skilled: factors that have policy implications.
Early Childhood Education ’ S Curriculum – Considerations from Children ’ S Experiences 1
2018
The article analyzes the meanings produced by children about the educational experience. From a theoretical framework that articulates Walter Benjamin’s theory of childhood studies, the sociology of social experience by François Dubet, and pedagogies of childhood and early childhood education, we sought to understand how the children’s actions and speeches contribute to the proposition of a curriculum organized by fields of experiences. The case study was conducted in 2012 with a group of four-year-old children in a public institution of early childhood education. The data was produced through participant observation; drawings and photographs produced by the children (in association with their speeches); and interviews. We found that children produce meanings about care and education practices that may become useful elements in proposing a curriculum organized by fields of experience for early childhood education institutions.
Contemporary Issues in Early Childhood, 2007
Theorising Early Childhood Practice: emerging dialogues acknowledges the diversity of childhood experiences in an increasingly globalized world. A 'trans-Tasman' dialogue between the contributors uses local and contextually relevant experiences to bring together early childhood researchers and practitioners from Aotearoa/New Zealand and Australia. Teaming together, they write about critical issues for the early childhood sector. The book targets practitioners, teacher educators, students, policy makers and researchers in a 'new collective venture' that draws on shared interests, concerns and critical issues relevant to the field of early childhood education. Eleven chapters are organized into three sections: perspectives on curriculum; perspectives on diversity and inclusion; and perspectives on professional issues. In section one, Nuttel & Edwards discuss the importance of early childhood curricula in relation to theoretical, cultural and political settings. There is discussion about how early childhood curricula are constructed within local and culturally relevant contexts. The importance of frameworks is discussed as a 'reference-point' for decisions by educators and as a potential representation of how early childhood education positions itself in local communities. Frameworks are proposed as a vehicle for articulating practice beyond the field and expressing the importance of quality provision of education and care at a political level. Early childhood education in Aotearoa/New Zealand and Australia is identified by Farquhar & Fleer as sharing a common Western educational heritage, indigenous communities, a history of colonization and multicultural communities with strong developmental perspectives that have underpinned early childhood practice in the past. A curriculum underpinned by sociocultural theory is discussed as a tool that challenges 'taken-for-granted' discourses about Western developmental views. It is argued that new approaches to observation and planning have demonstrated a collaborative approach between adults, children and groups of children to document learning collectively. A sociocultural approach is considered within a community of learners rather than isolated, independent observation of a child through a developmental lens. Widely held beliefs about the universal development of children are questioned through examples of cross-cultural research. The changes and tensions that arise when practice is redefined by a sociocultural approach are discussed by Hatherly & Richardson. Intrinsic to this process is the image of the child and a move away from the focus on learners as individuals. Hatherly & Richardson continue the theoretical frameworks raised by Farquhar & Fleer but focus in particular on rethinking assessment practices from a sociocultural perspective. They provide useful examples from the field, which are analysed and discussed. Toward the end of section one, Nyland & Rockel raise concerns about infant-toddler programs in relation to their status and the pedagogy of relationship-based programs. These discussions are also framed within the continuing theme of a sociocultural framework. Section two outlines the importance of inclusive and anti-discriminatory practice, culture and policy. The ideas of inclusive education and valuing diversity are explored from different perspectives. Davis, Gunn, Smith & Purdue encourage transforming discourses, policies and practices in respect to their individual research but draw together common themes to lead to meaningful inclusion for all children, families and early childhood professionals in their communities. MacNaughton & Gunn raise questions about gender in relation to fairness and
Investigating Early Childhood Curriculum and Pedagogy through a Three Way Collaboration
Curriculum Perspectives
This paper examines one aspect of the university curriculum: the Professional Experience or practicum. Professional Experience has always been a pivotal and valued aspect of Teacher Education courses. However, in the contemporary Australian context many of the traditional ways of 'doing' the practicum are unsustainable. Two new Flinders University Early Childhood pre-service programs implement a different approach. Professional Experience in these new programs is underpinned by a partnership orientation focusing on the contributions that pre-service educators can make to young children's learning through the pursuit of joint research. This change in the university curriculum provides the opportunity for centre/school and university staff to work in new ways and offers opportunities for mutual investigations of early childhood curriculum and pedagogy. This paper outlines examples of the contributions that pre-service educators have made within a partnership approach. Their stories demonstrate how the changed roles of the university staff, practicing early childhood educators and preservice teachers have enabled the pursuit of significant questions about young children's learning.
In contemporary Western research, collaboration is held in high esteem. This developing practice is chall lenging particularly for researchers who follow varying theoretical approaches. However although a challengg ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about each other's research insights, rather than become instant expert in other's approaches. The interview data reported in this paper originates from a larger study researching parents' experience of using early childd hood education and care (ECEC) in Australia. Here we analyse and report on two shared interview excerpts and use three different research lenses for analysis; phenomenographic study, conversational analysis and cull turallhistorical theory. The finding of this paper demonstrates that applying different lenses provide different interpretations, including strengths, limitations and opportunities. In this paper we argue that collaborative research practices enhance our understanding of varying research approaches and the scope, quality, translaa tion of research and the researchers' capacity are enhanced.