Journal of Childhood, Education & Society

Presentations of children in research articles framed within the theory of pedagogical content knowledge

Anneli Hippinen Ahlgren — Fri, 01 Nov 2024 00:00:00 +0300

Teachers’ knowledge about children is a part of teachers’ Pedagogical Content Knowledge (PCK). With this in mind, the purpose of this study is to generate knowledge about how children are presented in PCK research. This is carried out by examining both the existence and the nature of descriptions related to presentations of children in selected PCK research articles. The method used in this qualitative study is inspired by document analysis and the analysis is a combination of content analysis and thematic analysis. In the analysis, articles presenting results from studies conducted in primary schools and in preschools were used. The focus of the analysis is on whether or not children are presented in the texts as active participants in teaching situations. The findings were divided into three themes: Presentations of children through the construct of PCK, Presentations of children’s thinking and motivation, and Presentations of children in play-based situations. The results show children as active participants with materials and in informal learning spaces, and that children can influence teaching situations through the teachers’ knowledge of children. One theme stands out in the analysis of the texts where children are presented as active participants: Presentations of children in play-based situations where children are described as being in control of their play, to which the teachers then adapt their teaching. It is in these presentations that children’s active participation and agency is most clearly defined.

Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators

Dolma Lama, Niroj Dahal, Pushpa Kumari Sunar — Fri, 01 Nov 2024 00:00:00 +0300

Drama-based pedagogy has become a widespread approach in early childhood education worldwide. However, in the context of Nepal, drama-based pedagogy is a new concept in early childhood education, as conventional teaching is highly influential in pedagogical practices. This study explores the early-grade teachers' understanding of drama-based pedagogy, privileges, and challenges. This study subscribes to narrative inquiry as a method and social constructivism and experiential learning as theoretical referents to present the stories of two early-grade teachers of a private preschool in Lalitpur, Nepal, regarding their experience of knowing and using drama-based pedagogy in the classroom. Data was collected through in-depth interviews with the participants and analyzed using themes—drama-based pedagogy for conceptual-building, drama-based pedagogy for holistic development, and time constraints as a hindrance in drama-based pedagogy. The study argued that drama-based pedagogy supports holistic development and strong conceptual building in early graders. Thus, it enhances their cognitive, psychomotor, socioemotional, and language skills. However, this study also revealed that teachers find time constraints significantly hinder practising drama-based pedagogy. Despite the challenges, this study strongly recommends using drama-based pedagogy for meaningful engagement of early graders.

The naturalistic teaching process as an inclusive practice: Preschool teachers' perspectives

Düriye Merve Tuna, Ibrahim Halil Diken — Fri, 01 Nov 2024 00:00:00 +0300

According to the Ministry of National Education, 2013, children with diverse needs have the right to receive their education in environments designed to meet their needs and allow them to interact with their peers. Instructional programs that can meet all children’s needs are one of the suggested programs during the implementation of inclusive programs. The Naturalistic Teaching Process is a recommended method in this context. The Naturalistic Teaching Process is a natural instructional process that allows children to acquire and reinforce new skills. This study aims to define the perspectives of preschool teachers who have children with diverse needs in their classrooms on the Naturalistic Teaching Process. Semi-structured interviews collected the data. Fifteen preschool teachers participated in this study. The data analysis employed an inductive approach based on content analysis. The study findings indicate that preschool teachers tend to follow a child's lead when setting educational objectives for children with diverse needs and developing an individualized educational program. Additionally, the study defines preschool teachers' abilities as inadequate for collaboration with families and specialists. Preschool teachers partially use the strategies and techniques, environmental arrangements, and prompts used in the Naturalistic Teaching Process, but they do not apply them systematically, indicating a need for teacher training in these areas.

Enhancing playful interactions: eCoaching mothers of preschool children with disabilities

Amanda H. Passmore, Marie Tejero Hughes — Fri, 01 Nov 2024 00:00:00 +0300

Pretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support family-centered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend play for children with speech-language and developmental delays. Two mother-child pairs, each involving a preschool child with an Individual Education Plan (IEP), participated in at-home eCoaching sessions while engaging in pretend play. Implementing eCoaching helped mothers acquire play-based knowledge and better facilitate pretend play tailored to their child's developmental needs. Throughout the eCoaching process, improvements were noted in the children's quality of pretend play and language behaviors. After the eCoaching sessions concluded, both mothers and children experienced benefits from the process. The mothers had positive perceptions of their eCoaching sessions, found them easy to implement, and considered eCoaching beneficial for themselves and their children. This indicates that eCoaching is a socially valid family-centered practice. Future research should investigate how individual variables associated with the eCoaching influence child and family outcomes.

‘So, this will do for you guys’: A closer look at Maine’s Part C rural service delivery

Deborah L. Rooks-Ellis, Christine M. Spence — Fri, 01 Nov 2024 00:00:00 +0300

This study examines family-centered strategies used by Maine’s Part C early intervention providers to support families residing in rural communities who may be experiencing vulnerabilities. Through focus groups, early intervention providers shared strategies and barriers when supporting families. Rurality-focused segments impacting early intervention services were identified in the following themes: (a) teaming and collaboration, (b) professional learning, (c) Part C implementation, and (d) resources and services. State funding and policies that focus on rurality may be an important contributing factor to strengthening structural inequities and increasing recruitment and retention of providers in rural areas.

Unintentional injuries at home and in the preschool setting: Greek ECEC professionals’ and preschoolers’ parents’ knowledge and attitudes towards first aid

Konstantina Rentzou, George Daglas — Fri, 01 Nov 2024 00:00:00 +0300

Although safety of home and preschool setting is a key quality indicator of the two main environments in which preschoolers spend most of their day, most unintentional injuries during early childhood take place in these two settings. Thus, despite the frequency of accidents during early childhood, scarce research has explored both the epidemiology of childhood injuries and the knowledge and attitudes of ECEC professionals’ and preschoolers’ parents towards first aid. Acknowledging this gap in literature, the present study aimed at exploring 74 Greek ECEC professionals’ and 213 preschoolers’ parents’ knowledge and attitudes towards first aid. In addition, the study aimed at mapping the most frequently occurring accidents both at home and at preschool, as well as the places withing these two settings where most of the accidents happen. Results of the present study indicate that although participants have positive attitudes towards first aid, and most of them have been trained in first aid, their knowledge of handling accidents and other health related issues is limited. In addition, the results showed accidents rarely happen at home and at preschool. The accidents that have been reported to occur take place during children’s free play. The most common places where accidents occur are in the living room and the kitchen. The results highlight the need for frequent training both for parents and ECEC professionals, for intersectoral collaboration between health and education organizations to design interventions and for awareness raising campaigns.

A systematic review of studies investigating quality of inclusive preschool classrooms

Lisa Butterworth, Salih Rakap, Emrah Gülboy — Fri, 01 Nov 2024 00:00:00 +0300

Inclusion of young children with disabilities in early childhood settings that are primarily designed for typically developing children is a recommended practice. Although several reviews have summarized the literature focused on the quality of preschool classrooms in general, extant literature does not include a study that specifically summarized results of studies focused on investigating quality of inclusive preschool classrooms. The purpose of this systematic literature review was to identify studies focused on examining quality of inclusive preschool classrooms, determine characteristic features of these studies and summarize information about the overall quality of inclusive preschool classrooms. Twenty-five articles met the inclusion criteria and were analyzed using a 27-item coding system developed by the researchers. The findings reveal a lack of consistent reporting of classroom demographics and teacher characteristics across the studies. Furthermore, the review identifies inconsistencies in reporting practices related to the roles and training of individuals conducting classroom quality measures, raising concerns about data reliability and validity. Additionally, the findings suggest areas for improvement in instructional support in inclusive classrooms, calling for strategies to enhance teacher training and professional development. The results underscore differences in preschool classroom quality across countries, emphasizing the necessity for global efforts and tailored interventions to improve early childhood education quality.

An international scoping review focused on gifted and talented children: Early identification and inclusive education

Fanny Mossberg, Johanna Lundqvist, Louise Sund — Fri, 01 Nov 2024 00:00:00 +0300

Gifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one’s fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided.