Search results for "050104 developmental & child psychology"
showing 10 items of 1192 documents
Social studies in early childhood education and care: A scoping review focusing on diversity
2020
Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children…
Teacher–child relationships narrated by parents of children with difficulties in self-regulation
2016
This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher–child relationships can be identified in the parents’ narratives? and (ii) How is the child positioned in this relational context? The teacher–child relationships found were labelled neutral, problematic and caring. Within these categories, the child was positioned in nine ways ranging from the child as troublesome to the child as unique. The study offers tool…
Comparative study of sensory modulation vulnerabilities in children with and without ASD in family and school contexts
2018
Background: Children with autism spectrum disorder (ASD) may present sensory processing alterations that are specific to each environment in which they develop, inevitably impacting their daily fun...
Younger children in ECEC: focus on the national steering documents in the Nordic countries
2015
The aim of this study was to review the national steering documents on early childhood education and care (ECEC) in Denmark, Finland, Iceland, Norway and Sweden, with the focus on children up to the age of three, posing the question: What do these documents tell us about ECEC for younger children in the Nordic early childhood settings? Methodologically, a qualitative document analysis was applied. The documents provide a picture of young children whose age, individual needs and a number of other factors, such as cultural background, should be taken into account in ECEC. These children learn holistically, in close interaction with their environment. Their safety and well-being are seen as pa…
‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early chi…
2017
ABSTRACTThe purpose of this study was to identify features of successful collaboration among professionals and parents involved in supporting children with disabilities in early childhood education and care. The study employed a multiple-case study design comprising 6 cases and 30 adult participants, who were interviewed regarding their collaboration on behalf of 6 children with significant disabilities ranging in age from 3 to 5 years. Applying a system-theoretical approach, analysis led to the development of a framework based on the concepts of ‘internal’ and ‘external’ features of collaboration. Whereas internal aspects refer primarily to the interpersonal interactions of parents and pro…
Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.
2021
Resumen basado en el de la publicación Título, resumen y palabras clave en español y en inglés Uno de los recursos regulados para la adecuada inclusión de alumnado con necesidades específicas de apoyo educativo (NEAE) en centros educativos ordinarios en la Comunidad Valenciana son las aulas de comunicación y lenguaje (CyL). El éxito de este recurso depende, entre otros aspectos, de los conocimientos que tenga el profesorado tanto generalista como especialista sobre su funcionamiento. Se analizan los conocimientos, los errores y las lagunas de los estudiantes de último curso de los grados de Maestro/a en Educación Infantil y de Maestro/a en Educación Primaria sobre el funcionamiento de estas…
Expectations and emotions concerning infant transitions to ECEC : international dialogues with parents and teachers
2020
Although a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries–Brazil, Finland, Scotland, New Zealand, and the United States–the present paper examines teacher and parent interviews to reveal expectations prior to and after the transition to ECEC, highlighting the associated emotions that arise during this process. Irrespective of whether expectations are met, parents universally express insecurities and fears in relation to the…
Dialogues of Joy : Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings
2019
Abstract The study focuses on teachers’ and children’s shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber’s dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and chil…
Mapping the dilemmatic space of early childhood education and care practitioners when challenged by children’s curiosity
2018
This article explores the notion of curiosity as a gateway to value dilemmas in early childhood education and care practices. The concept of dilemmatic space (Honig) is used to highlight the complexity of educational practices. Through an ethnographic approach based on video-observation and stimulated recall interviews, the reflections of the practitioners in three early childhood education and care institutions in Norway are analysed regarding situations in which curiosity was challenging and in which explorative behaviour was stopped, transferred or adjusted. The analyses allowed the construction of several axes of dilemmatic space, such as Equality versus Supporting the Individual, Socia…
Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives
2020
This paper investigates early childhood education and care (ECEC) institutions’ opportunities to build a learning organization and master future innovations by focusing on core components, implementation drivers, leadership, and collective collaborative systems. The paper is based on results from semi-structured interviews with ten ECEC leaders from three different municipalities in Norway that had taken part in the Being Together (BT) innovation five years earlier. Three areas were identified as crucial for the continuation of ECEC teachers’ capacity building: (1) a strong focus on implementation processes and sustainability; (2) transformational leadership; and (3) developing professional…