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|Journal of NZ Research in Early Childhood Edn|
Below are abstracts for papers published in the NZRECE Journal, Volume 9, 2006. After the abstracts, at the very end of this page, are the full-text copies of the papers available as downloadable PDFs.
Too Much, Too Soon? The Multiple Roles and Identities of Newly Qualified Early Childhood Teachers
Abstract: As recent legislation and future policy directions in the early childhood sector emphasise the importance of teacher qualification, there is a need to examine how this may be impacting on teachers, and in particular on those who are newly qualified. This paper reports on research which examined the experiences of a group of eight newly qualified teachers in the 18 months following the completion of their initial teacher education. The notion of communities of practice, originally developed from the work of Jean Lave and Etienne Wenger (1991), was used as a means of viewing and analysing the teachers’ experiences. The findings of the study suggest that for all of the teachers in the study, being qualified resulted in an immediate change of identity, and with this new identity often came multiple roles and/or increasing levels of responsibility in their centre. The conflicting nature of these roles and identities meant that for some of the teachers in the study, very little support or acknowledgment of their newly qualified status was given to them in their first years of teaching. This paper concludes that further consideration and recognition of the experiences of newly qualified teachers in the early childhood sector is warranted to ensure that teachers get initial support, and that as a consequence, the retention of teachers is promoted.
Opportunities for Parent Partnership and Advocacy in Early Years Services in
Parental Perceptions: The Psychosocial Impact of Hospitalisation of Young Children with Special Needs
Starship Children’s Hospital,
Abstract: This paper reports on a study undertaken to examine parents’ perceptions of the psychosocial impact of hospitalisation on their children with special needs. A grounded theory approach was employed to understand the way in which families were affected by their child’s hospitalisation. Four parents whose children with special needs were aged six years or under participated in the study. Parents participated in an initial focus group interview followed by individual interviews. Stress was identified as the most significant impact on families of hospitalisation of the child with special needs. Cognitive pressure and social disharmony were also identified as major challenges that families experienced around the time of their child's hospitalisation. The findings of this study are discussed in relation to the literature. Implications from this research indicate the importance of commitment to, and implementation of, family centred care within healthcare organisations.
Drawing: The Consequential Progression of Ideas
University of New England, New South Wales
Key words: Children’s drawing, thinking, socio-cultural theory
Abstract: This paper examines the role that drawing plays in young children’s learning and knowledge construction, and how drawing can help them elaborate their ideas. Some findings from part of a larger study of children’s drawing in a class of five and six year olds in Canada are presented. The study was carried out by the author who was also the classroom teacher, supported by a research assistant and a classroom assistant. A Vygotskian socio-cultural lens was brought to examining young children’s drawing processes. This showed how drawing in a social context mediated new knowledge and understanding. Examining drawing events over time, threads of children’s thinking were followed to demonstrate the consequential progression of increasingly complex ideas. The findings show that drawing processes that encourage young children to talk about, share, revise, revisit and re-contextualize their drawings can extend and elaborate thinking.
Facing the Challenge: Integrating Early Childhood and Primary Education Practices
Pedagogical Connections, Boundaries and Barriers: The Place of Travel in Teachers’ Professional Development
Kathy Goouch and Hazel Bryan
Canterbury Christ Church University, England
Key words: Professional identity, internationalisation, critical pedagogy
Abstract: There has been increasing interest shown by those concerned with young children’s learning in international policy and practice. By travelling ourselves, we sought to understand the imperative for practitioners to look beyond their own geographical and cultural locations for guidance. In order to understand this, the authors have considered issues of teacher identity, political dominance and contexts of influence. In addition, metaphors to extend and understand the idea of ‘teacher travellers’ have been employed in order to consider the ‘impulse’ to travel, their ‘journeys’, their ‘return’ and the ‘impact’ of their travels. The article critically considers the question of what nourishes and sustains a teacher’s sense of professional identity and tentatively concludes that where a guiding philosophy exists and is clearly articulated in policy and practice, then a synthesis of other models enhances pedagogy. However, where such a guiding philosophy is absent, a ‘cut and paste’ model is applied.
Engaging in Collaborative Research: Lessons Learned
Key words: Research collaboration, practitioner research, action research, centre-based investigation
Using Functionalist and Sociocultural Theory to Examine Coregulation of Distress in Mother-Child Interaction
Holli A. Tonyan
Fathers’ Involvement in Early Years Settings: Findings from Research
Evaluating the Primary School ‘Keeping Ourselves Safe’ Programme
Key words: Child abuse, personal safety, programme evaluation
Abstract: ‘Keeping Ourselves Safe’ is a personal safety and child abuse prevention programme provided for children, teachers and parents/caregivers in
The Matrix Ate My Baby: Play, Technology and the Early Childhood Subject
Andrew Neil Gibbons
Myths, Mysteries and Mates: The Experiences of Culturally Diverse First Year Early Childhood Student Teachers
Key words: Teacher education, self perception, friendships, cultural diversity
Abstract: An initial finding of a PhD study to explore the experiences of culturally diverse early childhood student teachers was that participants found the first year of study the hardest, with peer friendships being critical to success. Through narrative interviews, recent early childhood teacher education graduates reported that making friends proved to be an important survival strategy, restoring a positive sense of self. Vartuli (2005) highlighted the importance of positive self-perception in student teachers, linking this to ongoing teaching practice. This paper discusses the importance of student friendships in relation to successfully completing the first year of teacher education.
Below are PDF copies of the full papers in Volume 9.
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Government ECE Taskforce - The Meaning of this for Early Childhood Education (2010/11) (1 match)
Te Kōhanga Reo National Trust Bid For Freedom From Assimilation in Mainstream ECE (1 match)
Insights from the Playgroup Movement: Equality and Autonomy in a Voluntary Organisation by Ann Henderson (Editor) (1 match)
The Ten Principles of Remarkable Quality in Early Childhood Education (2 matches)
Early Childhood Education Qualifications System Slammed in Review (1 match)