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Early Childhood Alert No. 20, 2017 (Research edition)

This is a special edition for researchers and people who like to keep up with research and/ or use research in their work

But if you or members of your team are also interested in

You are welcome to tell your friends and colleagues about this newsletter. If you have a problem reading this email you can view the full newsletter online.

Contents:  

  1. Publication opportunity - Call for Papers 
  2. A guide to doing Action Research in an early childhood setting for beginners
  3. Finding and choosing a good supervisor for your thesis or dissertation
  4. From a good idea to a robust research design: A discussion of challenges in designing early childhood research
  5. Why do teachers stay working in the early childhood sector?  
  6. Te Whāriki: curriculum or philosophy
  7. Science exploration: a vehicle for inclusive practices
  8. Children as photographers
  9. Gender and Men working as teachers in early childhood settings
  10. Who is the troll? Children as active learners presented as a learning story about the troll from a Norwegian Barnehage

 For news items and many more articles go direct to our early childhood education website.

 

1. Publication opportunity - Call for Papers

The Editor of the New Zealand International Research in Early Childhood Education journal is Dr Wendy Boyd and she is supported by a brilliant team of editorial board members and reviewers. The first issue for 2018 is currently in press.

Manuscripts are now being invited to be submitted for consideration for the second issue 

To go to the Call for Papers and learn more about submitting your paper click here

 

2.  A guide to doing Action Research in an early childhood setting for beginners

This article discusses what's involved in doing action research and things to consider. The components of an action research plan are outlined. Links and references to good sources of further information are given.  Examples of projects undertaken within early childhood settings are given.  For students wanting to see what to aspire to in doing and writing up an action research project - a copy of a student's assignment which received an excellence grade is provided.

> Go to the guide

 

3.  Finding and choosing a good supervisor for your thesis or dissertation

Choosing the right supervisor(s) can make the difference between success and disappointment and between career advancement and career stagnation. The reputation, location, and fees of an institution will of course feature in your decision-making as to where to enrol. As much, if not more, thought should go into picking your supervisor.

 > Keep reading

 

4. From a good idea to a robust research design: A discussion of challenges in designing early childhood research  

Creating a strong design that is best suited to answering research questions and the research context can be challenging, particularly given ongoing tensions regarding the nature of appropriate educational research methods. Issues of epistemology, theoretical position, methodology and choice of methods for early childhood research are explored in this paper, along with some working principles and practices for researchers.

> Go to the paper by Claire McLachlan

 

5.  Why do teachers stay working in the early childhood sector?

The Australian early childhood sector is grappling with high teacher turnover rates in a climate where the demand for teachers is higher than ever due to regulatory increases in qualifications and an influx of centre based services. The necessity to understand what inspires those teachers who remain in the sector and the factors enhancing their job satisfaction is pertinent in the current context. This article reports on a study of teacher job satisfaction while examining the potential of Deci and Ryan’s (1985) Self-Determination Theory (SDT) as a mechanism for understanding this phenomenon.

> Go to the paper by Catherine Jones, Fay Hadley and Melissa Johnstone

 

6. Te Whāriki: curriculum or philosophy

Te Whāriki, the New Zealand national early childhood curriculum, has taken early childhood education in Aotearoa onto the world stage. It has clarified the essence of what we believe is a bicultural country, strengthened the articulation of the depth of thinking that underpins our practice, and opened up opportunities for discussion, exploration, and reflection on practice. While arguing that Te Whāriki is predominantly a philosophy, the article considers the implications for the early childhood workforce of viewing Te Whāriki as a curriculum. It also suggests the possibility that Te Whāriki in fact occupies a third space as a curriculum framework.

> Go to the paper by Chris Jenkin

 

7. Science exploration: a vehicle for inclusive practices

Social justice and equity are important elements of all educational services and particularly in early childhood where there is an emphasis on including all children in the everyday life of early childhood settings. Inclusive education is based on the right of all children to access and participate in general education. A critical pedagogy approach counters discrimination by promoting positive attitudes towards diversity. Science learning is important for all children as it is an approach to thinking and behaving that incorporates aspects of motor, behavioural, sensory, communication and mental functioning. Children from diverse situations can contribute at their own level to the opportunities involved in exploration and investigations. Through a review of international literature and consolidation of several Australian research projects, this paper discusses inclusive pedagogy and planning in early childhood centres with a particular focus on science learning through play and child-instigated explorations.

> Go to the paper by Coral Campbell

 

8.  Children as photographers

This paper describes what happened when children in an early childhood centre in New Zealand were facilitated to document their own views while having unrestricted access to a camera. The investigation asked how would children’s unrestricted access to the camera enable them to document their interests, and how would this enable the children to assess their learning when they revisited and reflected on the photographs they chose to take.

> Go to this paper by Courtney Lee and Cheryl McConnell

 

9.  Gender and Men working as teachers in early childhood settings

> Papers and links to NZ policy and research studies and comparative international research and perspectives

 

10.  Who is the troll? Children as active learners presented as a learning story about the troll from a Norwegian Barnehage

In this project learning takes place among peers, outdoors, in a wood in Norway, searching for the Troll. We reveal the process of learning by combining the Learning Stories approach (Carr, 2001) and constructing of co-narratives. Learning is considered contextual and social and more than individual skills. From their common experiences the children narrated their learning through dialogues. Inspired by a mosaic approach (Clark & Moss, 2005) we reveal children’s different ways of communicating by discussion and making stories, drawings and photos. The case is built upon the teacher’s stories about her experiences in the project. Children are presented as active and competent learners, and we exemplify how teachers may work and scaffold children’s learning processes.

> Go to the paper by Liv Torunn Grindheim, Sidsel Hadler-Olsen and Modgunn Ohm 

 

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