Care as curriculum: investigating teachers’ views on the learning in care

Bussey, Katherine; Hill, D.T.

doi:10.1080/03004430.2016.1152963

Cited by 30 publications

(8 citation statements)

References 7 publications

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“…Caregiving actions during children's daily routines are crucial to effective pedagogy because "ordinary" moments of caregiving can be transformed into "extraordinary" moments of relationship formation and learning (Shin, 2015). Using a consciously considered approach, some scholars have even considered "care as curriculum," turning everyday routines into an implicit curriculum and helping children learn through care (Bussey & Hill, 2017). Based on the "educare" approach, the SIME program acknowledges that both game-like activities and caregiving routines are important parts of the curriculum to nurture the development of infants and toddlers in childcare centers.…”

Section: The Sime Programmentioning

confidence: 99%

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Zhang

Chan

2018

Research on Social Work Practice

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Objective: This study evaluates the effectiveness of a center-based childcare program, namely, the stimulation, interaction, motivation, and experience (SIME) program for infants and toddlers. Method: Fifty-eight children between 1 and 2 years of age and their parents and childcare workers were recruited from two childcare centers in Hong Kong and participated in the SIME program over a 1-year period. Eighty-seven children from four other childcare centers served as controls. All children were grouped by age (1- vs. 2-year-old class). Results: The SIME program had positive effects on motor, language, cognitive and social development, parenting practices, and the quality of relationships with parents and childcare workers, especially for 1-year-old children and children from the center that served mainly families with a lower socioeconomic status (SES). Conclusion: The outcomes in 1-year-old children and children from the lower SES center confirm the success of this type of center-based infant–toddler program.

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Section: The Sime Programmentioning

confidence: 99%

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Zhang

Chan

2018

Research on Social Work Practice

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“…These tensions are closely related to the tensions between developmentalism and socio-cultural theory discussed earlier in this chapter, and the elusive balance is likely to require further professional development across the ECE sector to shift deeply held beliefs about the ways children learn and the consequent role of the teacher. more care-routine time than older children, care has appropriately been incorporated into pedagogical approaches for the youngest children in ECE (Bussey & Hill, 2017;Dalli et al, 2011).…”

Section: Interest-led and Play-based Learningmentioning

confidence: 99%

“…In recent years, the NZ ECE sector has increasingly drawn on Pikler and Resources for Infant Educarers (RIE) approaches (Rameka & Glasgow, 2015). Pikler and RIE approaches are focused on respectful caregiving and freedom of movement for infants (Bussey & Hill, 2017). However, these ideas were not originally designed with the ECE environment in mind: Pikler developed her respectful caregiving practices to address the problem of children living in institutions suffering from lack of relationship-based care and attention, and Gerber developed the associated RIE philosophy to help new parents support infant development in the home (Christie, 2010).…”

Section: Interest-led and Play-based Learningmentioning

confidence: 99%

“…These two philosophies are closely aligned and often taken as one and the same, both taking a strongly maturationist view of children's development (Horm et al, 2019), likely contributing to ECE teachers' perception of young children as best left to develop without interference from adults as described above. In a phenomenological study of four NZ ECE teachers' perceptions of care as curriculum, informed by RIE and Pikler, Bussey and Hill (2017) intentionally focused on care rather than education because, "although care and education are seen to be integrally related, education often subsumes care" (p. 129). They argue that the RIE-and Pikler-inspired concept of care as curriculum places value on the care routines as teaching and learning moments, instead of teachers explicitly facilitating children's learning through play.…”

Section: Interest-led and Play-based Learningmentioning

confidence: 99%

“…In the NZ ECE context, Rameka and Glasgow (2015) conducted a literature review and survey through a socio-cultural theoretical lens, and found that Māori and Pacific teachers did not think that RIE and Pikler allowed for their own cultural beliefs and knowledge about what is best for infants and toddlers. RIE and Pikler approaches help teachers to develop attuned and sensitive relationships (Bussey & Hill, 2017;Christie, 2010), but are arguably not adequate on their own to provide sufficient guidance for ECE teachers regarding their role in the youngest children's learning and cultural identity development in ECE settings.…”

Section: Interest-led and Play-based Learningmentioning

confidence: 99%

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Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Denee¹

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<p>Over the past 100 years, educationalists such as Dewey and Eisner have proposed radical and progressive ways in which visual art can support and enrich learning in education (Lindsay, 2016b). The early childhood pedagogy of Reggio Emilia, in Italy, is a renowned example of how teachers take an active role in facilitating children’s artistic abilities with positive outcomes for children’s learning (Gandini et al., 2005). However, in New Zealand (NZ) early childhood education (ECE), visual arts teaching for young children is still enacted within a largely developmental frame, using a hands-off approach (Terreni, 2017). According to Lindsay (2021) and Smyth (2017), teachers’ self-efficacy beliefs, knowledge and skills in art education need to be addressed in order to shift practice. Professional learning communities (PLCs) offer the potential to challenge teachers’ assumptions and beliefs and to foster transformative learning, resulting in observable shifts in art teaching practice (Damjanovic & Blank, 2017; Servage, 2008). This mixed methods study (Johnson & Christensen, 2019) within an interpretivist paradigm (Schwandt, 1994), examined the perceptions and practices of NZ ECE teachers about art education through a nationwide survey and a professional learning intervention using a network PLC approach. Situated and social cognitive theories, socio-cultural theory and transformative learning theory were interlinked in a bricolage approach (Tobin, 2018) to form a theoretical lens for this study. The first stage of the research involved a survey of ECE teachers regarding practices and perceptions about visual arts, and this provided a background context for the PLC project. Key survey findings included a dominant developmentalist view of children’s art learning amongst ECE teachers and confusion about the role of the teacher. In the embedded case study, a network PLC was established with seven teachers from four ECE services, meeting over 9 months with a mixture of practical and reflective learning about visual arts. The data collection included multiple sources for rich analysis: interviews; reflective writing; meeting dialogue; photographs; and learning story assessment documentation. Case study findings included the value of reflective and practical learning for visual arts teaching, the impact of a network PLC on the practice and perceptions of both the participants and their colleagues, the critical place of teacher self-efficacy in visual arts teaching practice, and the importance of leadership of various actors across the network to support the application and sharing of new learning. Overall, the outcomes of this study have important implications for visual arts pedagogy in ECE and effective professional learning approaches for teachers.</p>

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The Significance of Infant/Toddler Care and Education

Recchia

Fincham

2019

The Wiley Handbook of Early Childhood Care and Education

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Care as curriculum: investigating teachers’ views on the learning in care

Cited by 30 publications

References 7 publications

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

The Significance of Infant/Toddler Care and Education

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