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1

APPROACHING THE COMPLEX SPATIALITIES OF EARLY CHILDHOOD EDUCATION AND CARE SYSTEMS FROM THE POSITION OF THE CHILD

100%
Bollig S.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 1
155 – 176
EN
This paper proposes a way to understand what early care and education systems look like from the vantage point of the child. In other words, it aims to fuse a system perspective and a child perspective of early childhood education and care (ECEC) in a way that acknowledges children as active co-producers of ECEC landscapes. In developing this approach, the author emphasizes that children’s individual education and care arrangements which combine certain ECEC settings and the family are to be understood as networks of relations. As such, these child, family and ECEC relations create particular spatialities and temporalities which in turn position children very differently within the field of early education and care. To conceptualize how this takes place in children’s everyday activities, she refers to Schatzki’s and Massey’s relational thinking about practices, spaces, time and multiple identities with special emphasis on the spatial relations that are ‘beyond’ certain localities and (re)produced in the ‘events of place’. How this helps to understand the ways in which ECEC systems look from the position of the child will get exemplified in regard to Luxembourg’s complex ‘double split system’ of ECEC and its complex language terrain.
2

SOCIAL, CULTURAL, AND ECOLOGICAL JUSTICE IN THE AGE THE ANTHROPOCENE: A NEW ZEALAND EARLY CHILDHOOD CARE AND EDUCATION PERSPECTIVE

88%
Ritchie J.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
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issue 2
41 – 56
EN
Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways, in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.
3

NINETEENTH CENTURY EARLY CHILDHOOD INSTITUTIONS IN AOTEAROA NEW ZEALAND: LEGACIES OF ENLIGHTENMENT AND COLONISATION

88%
May H.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
21 – 39
EN
The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
4

CHOOSING THE RIGHT KINDERGARTEN: PARENTS’ REASONING ABOUT THEIR ECEC CHOICES IN THE CONTEXT OF THE DIVERSIFICATION OF ECEC PROGRAMS

88%
Kampichler M., Dvořáčková J., Jarkovská L.
Pedagogický časopis (Journal of Pedagogy)
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2018
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vol. 9
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issue 2
9 – 32
EN
The sphere of early childhood education care (ECEC) in the Czech Republic has diversified enormously in the last decade. The article describes this diversification process and, drawing on focus group data, analyses parents’ choices within this diversified realm. Based on the parents’ selection criteria (significantly influenced by constraints and opportunities relating to social background or family status), it identifies four parental groups: pedagogical approach-centred, child-centred, facility-centred and (constrained) non-selective. The issues of ECEC diversification and parental choice are then discussed in light of Annette Lareau’s classed cultural logics of child rearing and the potential implications for the reproduction and reinforcement of social inequalities.
5

NEW ZEALAND EARLY CHILDHOOD CURRICULUM: THE POLITICS OF COLLABORATION

88%
Farquhar S.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
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issue 2
57 – 70
EN
The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children – it is in the everyday micro-practices that impacts are felt and freedoms played out.
6

EARLY CHILD CARE EDUCATION: EVIDENCE FROM THE NEW LAW IN CHILE

88%
Aravena Castillo F., Quiroga Lobos M.
Pedagogický časopis (Journal of Pedagogy)
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2017
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vol. 8
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issue 1
121 – 135
EN
In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
7

HAPPY DRAGON IS REAL, FRIGHTENING DRAGON IS NOT: CHILDREN’S FANTASY-REALITY DISTINCTION OF EMOTIONAL STIMULI

88%
Metličar S.
Studia Psychologica
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2014
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vol. 56
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issue 2
155 – 167
XX
The focus of the study was fantasy-reality distinction of emotional stimuli in early childhood. Several factors were examined, including age differences, children’s wishes, and local context. The research was conducted on a sample of 71 three to five-year-olds. Children were shown images depicting fantastic and real events and figures that elicited several emotions. Then they reported whether each event or figure could occur in real life, stated their wishes regarding its occurrence in real life, and rated their emotional reaction to the image. The results revealed age related improvements in children’s fantasy-reality distinction and positive correlations between children’s reality status evaluations and their wishes, as well as variations in judgment based on emotional content of presented stimuli. Children were more likely to report that neutral and happy stimuli could occur in real life and that frightening and angry stimuli could not occur in real life.
8

EARLY CHILDHOOD ASSESSMENT IN AOTEAROA NEW ZEALAND: CRITICAL PERSPECTIVES AND FRESH OPENINGS

88%
Arndt S., Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
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issue 2
71 – 86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
9

VOICES HEARD AND LESSONS LEARNT: EXPLORING MULTIPLE KNOWLEDGES AND LOCAL PARTICIPATION IN A COMMUNITY-BASED INTEGRATED EARLY CHILDHOOD DEVELOPMENT PROJECT IN RURAL SOUTH AFRICA

88%
Murray J., Rudolph N.
Pedagogický časopis (Journal of Pedagogy)
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2019
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vol. 10
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issue 1
13 – 32
EN
Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) community based Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape Province, South Africa. It explores the critical relationship established between ranges of stakeholders involved in this project as reflected on by two community activists working together in the area of early childhood in the province for thirty years. This article highlights the importance of situating any community development initiative aimed at addressing early childhood provision in marginalised communities within a social justice framework. This includes identifying constraints inherent in unequal relations of power that risk undermining solidarity and agency for community stakeholders. It foregrounds accountability measures that emerge from local initiatives rather than from narrow predetermined project outcomes. This provides an opportunity to learn from, and engage with, experiences from the margins, thereby challenging some dominant narratives circulating, and often informing, early childhood policy and provision.
10

MAKING ART MATTERING: ENGAGING (WITH) ART IN EARLY CHILDHOOD EDUCATION, IN AOTEAROA NEW ZEALAND

88%
Craw J.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
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issue 2
133 – 153
EN
This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as a subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
11

DANISH EARLY CHILDHOOD EDUCATION AND CARE

88%
Boye Koch A., Jørgensen H. H.
Pedagogický časopis (Journal of Pedagogy)
|
2023
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vol. 14
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issue 1
5 – 14
EN
This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children’s development and learning. Since 2004, Danish ECEC settings have been obliged to work on children’s learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centeredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children’s well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children’s play, fun and well-being, quality cultures, children’s communities, transitions, aesthetics and vulnerability.
12

ENCOUNTERING CHILDREN’S PERSPECTIVES IN PLAY: HOW A PLAY EXPERIMENT WITH ANIMAL CLOAKS BECAME A RESEARCH APPROACH IN ECEC

88%
Jørgensen H. H.
Pedagogický časopis (Journal of Pedagogy)
|
2023
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vol. 14
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issue 1
17 – 36
EN
In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition. It explores if and how researchers can benefit from employing such double attentiveness and uses it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.
13

NEW ZEALAND PERSPECTIVES ON EARLY CHILDHOOD EDUCATION: NĀKU TE ROUROU NĀU TE ROUROU KA ORA AI TE IWI

75%
Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
9 - 18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
14

HIERARCHIES OF KNOWLEDGE, INCOMMENSURABILITIES AND SILENCES IN SOUTH AFRICAN ECD POLICY: WHOSE KNOWLEDGE COUNTS?

75%
Rudolph N.
Pedagogický časopis (Journal of Pedagogy)
|
2017
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vol. 8
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issue 1
77 – 98
EN
Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, the author explores the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. He throws light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. He argues that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.
15

KEI HEA TE ORA? THE WHEREABOUTS OF THE HEALTH OF CHILDREN IN THE EARLY CHILDHOOD CURRICULUM OF AOTEAROA NEW ZEALAND

75%
Gibbons A.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
87 – 102
EN
The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalization of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.
16

RESEARCH WORK AS CURRICULUM WORK IN NEW ZEALAND EARLY CHILDHOOD SETTINGS: WHAT SHOULD BE TAUGHT AND LEARNED?

75%
Gunn A. C.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 2
103 – 117
EN
This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquiries into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.
17
Content available remote

VZDELÁVANIE A ŠKOLOVANIE V RANOM VEKU V SOCIÁLNE DIFERENCOVANEJ PERSPEKTÍVE MATIEK

75%
Kaščák O., Betáková E.
Sociológia (Sociology)
|
2014
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vol. 46
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issue 1
5 – 24
EN
The study presents the results of ethnographic interviews with selected mothers of Slovak kindergarten children and compares these results with the relevant English-American studies aimed at engagement of mothers in early education in relation to their educational and professional status. The research is focused on mothers’ preschool and primary school choice, engagement of mothers in preparation for the first grade of primary school, education values of mothers in relation to their school participation and perception. The study confirms the strong social differentiation in perception of education and in engagement of mothers in child’s schooling, although in comparison with English-American context there does not exists an extensive systemic social segregation in preschool education provision in Slovakia.
18

FUN AND LAUGHTER PROMOTE WELL-BEING IN EARLY CHILDHOOD EDUCATION AND CARE: PEDAGOGY OF FUN AND BIG HUMOUR

63%
Boye Koch A.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 1
37 – 57
EN
In Danish early childhood education and care (ECEC), fun is often emphasised as a key pedagogical tool but is used rather unreflexively. While well-being and happiness have been studied in various ways, the potential of fun is not included in theoretical discussions regarding happiness and well-being, although most people identify having fun as a fundamental reason for being happy. A researcher and three student assistants spent six months in three ECEC settings with a focus on episodes characterised by fun and laughter. Participant observation and interviews were conducted. Empirical data illustrate how fun appears in ECEC as laughter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a sense of lightness and freedom, as a means of communication, in physical play, when rules and expectations are broken, in frivolous references to lower body functions and in experiences of excitement. Pedagogues use fun based on child sensitivity, improvisation, courage to let go of control, informality, energy and a sense of humour. Danish humour philosophy distinguishes between small humour and big humour. Pedagogues with the ability to practice big humour are preferred in order to establish an ECEC culture characterised by fun, laughter and episodes of small humour that promote well-being in children.
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