Journal of Childhood, Education & Society

Journal Information
EISSN : 2717-638X
Current Publisher: Journal of Childhood, Education and Society (10.37291)
Total articles ≅ 20

Latest articles in this journal

Journal of Childhood, Education & Society, Volume 2, pp 1-13; doi:10.37291/2717638x.20212165

For decades, problem solving has been of interest to researchers, and several studies have tried to capture the influence of students’ beliefs, attitudes and emotions towards mathematics and problem solving. However, problem posing as part of problem solving has not been investigated to the same extent. This article focuses on six-year-olds’ views on solving and posing problems. How do the students themselves describe their views on solving and posing problem-solving tasks, and what similarities and differences can be found? An educational design research study was conducted in three classes where the students first solved and then posed problem-solving tasks. Afterwards, the students were interviewed. In these interviews the students expressed positive views towards both solving and posing problem-solving tasks. The students expressed autonomy and challenge as positive when both solving and posing tasks. However, a posed task needed to be solved before being finished. Further, not all students considered problem posing to be a mathematical activity, and a plausible explanation for this is the students’ limited experience of problem posing.
Zhen Lin, Guofang Li
Journal of Childhood, Education & Society, Volume 2, pp 69-86; doi:10.37291/2717638x.20212169

Drawing on research about young children’s literacy development, this review article discusses a recent paradigmatic turn for understanding the child and childhood from human-centerism to posthumanism. Building on the new materialist tradition (e.g., Barad, 2007) and the assemblage theory of Deleuze and Guattari (1987, 1997), the posthuman lens enables researchers and educators to see children as parts of entangled networks of relationships who continuously intra-act with their peers, teachers, materials, and the other nonhuman entities and activities produced constantly by the child-material entanglements. As such, the posthumanist perspective expands the current research on early literacy by offering new possibilities for re-conceptualizing the child, the materials or resources for early literacy, and the meaning of childhood and children’s play. These new ways of seeing the child, the materials, and childhood have also generated new pedagogical practices that are material-oriented, intra-active, and flexible. The review concludes by providing directions for conducting research from a posthuman perspective in the field of early literacy education.
Journal of Childhood, Education & Society, Volume 2, pp 14-28; doi:10.37291/2717638x.20212158

The COVID-19 pandemic exposes uncertainty, instability and glaring inequality that requires urgent global policy decisions. Historically, bureaucrats regard uncertainty as the enemy and look for tested solutions (Stevens, 2011). In contrast, Fielding & Moss (2010) acknowledge an uncertain future and encourage shifting policy making towards the search for possibilities instead of replicating singular solutions. Escobar (2020) advocates for pluriversal politics, with many possibilities created through collective decision-making by autonomous interlinked networks. In this paper, I combine autoethnography with policy analysis drawing on my own experience in South African early childhood policy making. I argue for a fresh decolonial debate about early childhood policy to replace dominant imported evidence-based narratives. I pay attention to power relations and examine, not only the content of evidence, but who has authority to speak (Mignolo, 2007). I introduce the bottom-up appreciative participatory dialogical policy making in the Gauteng Impilo project (1996 - 2000), as one attempt to resist the dominant policy trajectory. Local networks, that can inform policy making and resource allocation though conversation and action, emerged from this experience. This article invites urgent inclusive policy debate that expands choices and can produce cumulative worthwhile change and new learnings to birth a better society.
Nirmala Karuppiah
Journal of Childhood, Education & Society, Volume 2, pp 58-68; doi:10.37291/2717638x.20212187

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector.
Ora Segal-Drori, Anat Ben Shabat
Journal of Childhood, Education & Society, Volume 2, pp 29-42; doi:10.37291/2717638x.20212172

The aim of the present study was to explore preschool children’s views on the integration of digital technologies in their school. The study included 171 Israeli children aged 3 to 6 who participated in in-depth interviews regarding their views on digital technologies in their preschool. The interviews were analyzed using content analysis. Three major views regarding digital technologies in the preschool were found: The degree to which digital technologies are necessary; the goals of the use of these technologies; the setting for using the digital technologies. Fifty percent of the children, especially the younger ones, claimed that use of these technologies is not necessary in preschool. However, most of them understood the importance of using these technologies and their contribution to many fields. In relation to the setting use, they referred to time and social aspects. The findings indicate that preschool teachers need to mediate these aspects more wisely and adapt them to the children's understanding and view toward digital technologies than actually takes place when they use them with the children.
, Zeynep Erdal
Journal of Childhood, Education & Society, Volume 2, pp 43-57; doi:10.37291/2717638x.20212164

In this research, it was aimed to investigate The Effect Of Problem Solving Training Provided By The Drama Based Storytelling Method on the problem solving skills of five-year-old children. The research is designed according to quasi-experimental model which is one of the quantitative research methods. In the research, semi-experimental design with pretest-posttest control group was used. A total of 40 children, including 20 children in the experimental group and 20 children in the control group, were included in the research. In addition to the Turkey Ministry of National Education Preschool Education Program, children who constitute the experimental group have been given problem solving training with The Drama Based Storytelling Method for a total of 7 weeks, 2 days a week and 1 hour. The children in the control group were not included in this education, but continued their daily education programs only using the Ministry of Education Preschool Education Program currently implemented. The problem solving skills of the children participating in the research were evaluated with The Scale of Problem Solving Skills. The test were applied to children before and after the intervention period; In addition, it was reapplied to the experimental group after 2 weeks. As a result of the research, it can be said that the problem-solving education provided with The Drama Based Storytelling Method, which is implemented in integration with the Ministry of National Education Preschool Education Program, has contributed positively to the problem-solving skills of five-year-old children.
, Manuela Benick, Sandra Dörrenbächer,
Journal of Childhood, Education & Society, Volume 1, pp 116-140; doi:10.37291/2717638x.20201237

Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, SD = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.
Alison Brown, , Sarah Reddington, Taylor Hill, Susan Brigham, , April Mandrona
Journal of Childhood, Education & Society, Volume 1, pp 182-215; doi:10.37291/2717638x.20201249

It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada. We searched 12 databases, screened 2390 articles, and included 34 articles for synthesis and analysis. Three common and connected themes were identified: 1) effective intercultural understanding, responsiveness, and communication are critical to ensuring full access to meaningful programs and services; 2) some newcomer families face systemic barriers exacerbated by their immigration status, and; 3) feelings and perceptions of families and service providers, as well as social supports, networks, and relationships influence how programs and services are accessed and experienced. Our review identifies the requirement for additional, participatory research that centres the voices and perspectives of newcomer children and their families and the need to expand that research to less populated and rural areas of the country to inform meaningful and culturally relevant policies, programs, and services for newcomer families to support their children’s well-being.
Journal of Childhood, Education & Society, Volume 1, pp 167-181; doi:10.37291/2717638x.20201238

This study utilized the qualitative phenomenological approach to explore pre -service teachers’ experiences in their engagement with parents of young children as they practiced building partnerships with parents. Pre-service teachers (N=50) were each assigned a preschool child with whom they interacted together with the child’s parents and teacher; completing a semester-long assignment created within a family, schools and community course for students in an early childhood teacher preparation program. Pre-service teachers’ responses to a survey and their final written reflections were analyzed using the process of axial and open coding. Results indicated the importance of communication and understanding different dynamics and challenges in parent-teacher partnerships. Therefore, educators should continuously strive to equip pre-service teachers with the skills they will need to succeed as they work with schools, the community and especially in their work with parents.
Karen Watson, Zsuzsa Millei, Eva Bendix Petersen
Journal of Childhood, Education & Society, Volume 1, pp 103-115; doi:10.37291/2717638x.20201236

In this paper, we aim to better understand and trouble the discursive (re)production of what is taken as the ‘normal’ in ‘inclusive’ early childhood classrooms. We do so by exploring the practices of the ‘including’ group, the so-called ‘normal, in relation to or in the presence of those who are variously labeled as ‘non-normal’. We highlight those mechanisms that are associated with silence and taboo, and through which the including group produces and maintains itself. We present data produced during a six-month ethnographic study in three early childhood classrooms in Australia. Using the notion of category boundary work in the analysis, we illuminate the practices of silence: ‘ignoring’, ‘moving away’, ‘turning away’ and ‘keeping silent’ through which children undertake the category work of the ‘normal’. The effect of this category work, we argue, is that disability or the diagnosed subject becomes ‘the elephant in the room’, strongly present but avowedly ignored. We draw out some considerations for practice in the concluding part of the paper.
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