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1

REMAKING, REWEAVING AND INDIGENIZING CURRICULUM: LESSONS FROM AN AMERICAN SAMOA HEAD START PROGRAM

100%
Henward A., Tauaa M., Turituri R.
Pedagogický časopis (Journal of Pedagogy)
|
2019
|
vol. 10
|
issue 1
33 – 55
EN
In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.
2

Child-parent attachment and social relations with peers at the age of five

100%
Inantsy-Pap J., Math J.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2004
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vol. 59
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issue 2
215-229
EN
One of the most influential theories of explaining the relations between children's family experiences and their social development is attachment theory. The aim of the study was to examine the concurrent connection between the internal working model of attachment relationships and social relations with peers at the age of five. The representations of attachment were assessed by the Seattle version of the Separation Anxiety Test. The peer group relations (popularity, rejection, friendship quality, loneliness) were evaluated using the sociometric method. The results showed that there is a relative predictive power of the child-parent attachment to the domain of social relations with peers. Specifically we found connection between the internal working model of attachment relationships and popularity, friendship quality and loneliness with peers.
3

THE EFFECT OF PRESCHOOL AND QUALITY OF HOME LITERACY ENVIRONMENT ON THE CHILD'S LANGUAGE DEVELOPMENT

75%
Marjanovic-Umek L., Fekonja U., Bajc K., Kranjc S.
Studia Psychologica
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2006
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vol. 48
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issue 2
157-173
EN
In the present study we examined the effects of age at entry to preschool in interaction with maternal education and the quality of child's home literacy environment on children's language. The sample included 162 children, who were divided into two groups depending on their age at entry to the preschool institution: children who entered preschool at approximately 3 years and at approximately 1 year of age. The average age of the children was 38 months at the time of the first measurement and 50 months at the time of the second measurement one year later. Children's language was assessed using a Language Development Scale and a Storytelling Test. Early entry to preschool was found to have no negative effects on children's language competence at the age of 38 and 50 months. Children who entered preschool at an early age showed higher storytelling competence than those who entered preschool at 3 years of age on both measurements, although the differences were not significant. Children differed in their language competence considering their mothers' educational level, on the other hand, the effect of the quality of home literacy environment was not significant. The obtained results were interpreted in the light of the Slovene preschool curriculum as well as of the current practice observed in Slovene preschool institutions.
4

DOING STATE POLICY AT PRESCHOOL: AN AUTO-ETHNOGRAPHIC TALE OF UNIVERSAL ACCESS TO ECEC IN AUSTRALIA

75%
Millei Z., Gobby B., Gallagher J.
Pedagogický časopis (Journal of Pedagogy)
|
2017
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vol. 8
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issue 1
33 – 55
EN
In 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers’ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragments the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.
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