Early Childhood Educare: Seeking a theoretical framework in Vygotsky's work

Smith, Anne B.

doi:10.1080/0966976930010105

Cited by 26 publications

(9 citation statements)

References 12 publications

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“…This was certainly the intention when the term 'educare' was coined (Caldwell 1991;Smith 1993), and it is certainly the intent of a number of the participants in this study:…”

Section: The Desired Outcomementioning

confidence: 99%

Infant and toddler educare: A challenge to neoliberalism

Sims

Alexander

Nislin

et al. 2018

SAJCE

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We contend that the conventions, practices and philosophies underpinning working with infants and toddlers provide an alternative way of viewing early childhood work, and such a perspective may well help to challenge the ‘wicked problem’ of neoliberalism. It is in this context that we propose that a deeper understanding of the perspectives of those professionals working with our youngest children in a range of different countries may inform a wider resistance to neoliberalism across all of early childhood. We seek, in this article, to share the voices of early childhood professionals reflecting on the manner in which they understand work with infants and toddlers, and how this relates to their understanding of issues related to education and care. We hope this exploration will lead us into further refining our argument that infant and toddler pedagogy has the potential to challenge the hegemony of neoliberalism in early childhood. Our dream is to steer early childhood away from the tyranny of standardisation, accountability and economic rationality into a space where children are valued for being, where individuality and diversity flourish, where learning academics is one (relatively unimportant) element amongst many others and where relationships and participation (and dare we say, happiness) reign supreme.

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“…This was certainly the intention when the term 'educare' was coined (Caldwell 1991;Smith 1993), and it is certainly the intent of a number of the participants in this study:…”

Section: The Desired Outcomementioning

confidence: 99%

Infant and toddler educare: A challenge to neoliberalism

Sims

Alexander

Nislin

et al. 2018

SAJCE

View full text Add to dashboard Cite

show abstract

“…Another branch of debate has concentrated on the way these impressions relate to each other. It has been argued that education and care are inseparable concepts, and thus, there are no meaningful distinctions between care and education for young children (e.g., Sheridan et al, 2011;Smith, 1993). I agree that-especially at the level of everyday pedagogical practices-making clear-cut distinctions between these three concepts is artificial as teachers can carry out practices and discourses in which several roles are intertwined (Einarsdóttir, 2003;Puroila, 2002).…”

Section: Teachers' Beliefs About the Essence Of Early Childhood Educamentioning

confidence: 99%

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Mertala¹

2019

Preprint

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The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education.The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory.The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users.The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology.

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“…Tappan, 1998) e ensino do violino (Gholson, 1998); com diferentes populações de alunos, incluindo as assim chamadas crianças em situação de vulnerabilidade, com dificuldades de aprendizagem, portadoras de deficiência intelectual e com altas habilidades; com crianças pré-escolares (e.g. Smith, 1993) e com adultos (e.g. Kilgore, 1999); sobre tecnologias da informação e comunicação mediada por computador (e.g.…”

Section: Localizando a Zona De Desenvolvimento Próximounclassified

A zona de desenvolvimento próximo na análise de Vigotski sobre aprendizagem e ensino

Chaiklin¹,

Pasqualini²

2011

Psicol. estud.

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Early Childhood Educare: Seeking a theoretical framework in Vygotsky's work

Cited by 26 publications

References 12 publications

Infant and toddler educare: A challenge to neoliberalism

Infant and toddler educare: A challenge to neoliberalism

Two worlds collide? Mapping the third space of ICT integration in early childhood education

A zona de desenvolvimento próximo na análise de Vigotski sobre aprendizagem e ensino

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