Early childhood education research in Europe: contexts, policies, and ideas

Alexiadou, Nafsika; Altmann, Ulrike Stadler

doi:10.1080/20004508.2020.1736795

Cited by 5 publications

(5 citation statements)

References 10 publications

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“…In sum, a DC framework is an ontological concept that includes not only an understanding of the social nature of knowledge construction but also of the ethical consequences of digital practices and one's own engagement. This kind of holistic approach supports the global understanding of quality ECE by fostering a holistic and equitable approach to life (see Alexiadou & Stadler, 2020). Recognizing culturally significant aspects is essential when aiming to develop policies and practices that lead to change.…”

Section: Elements Of Digital Competence In Early Childhood Educationmentioning

confidence: 81%

Children’s digital competence in early childhood education: A comparative analysis of curricula

Kontkanen

Pöntinen

Kewalramani

et al. 2023

EURASIA J Math Sci Tech Ed

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Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.

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Section: Elements Of Digital Competence In Early Childhood Educationmentioning

confidence: 81%

Children’s digital competence in early childhood education: A comparative analysis of curricula

Kontkanen

Pöntinen

Kewalramani

et al. 2023

EURASIA J Math Sci Tech Ed

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“…From a primary framework of institutionalization and consolidation, often narrowly defined as the percentage of the respective age group attending early education schools, a more qualitative shift of concern is gradually emerging. New dimensions are introduced that broaden the debate with issues concerning: the quality of services provided, the scientific and professional development of teachers, the increase of public investment, the achievement of 'adequate child-to-staff ratios' (Council of the European Union, 2010), but also the shift of interest from the level of protection ('care'), to the level of education (Alexiadou & Altmann, 2020;OECD, 2015). The multifaceted reflection (Bassok et al, 2016;Miller & Almon, 2009), however, seems to exert selective and limited influences in Greece (Stellakis, 2018), while, a decisive shift in the kindergarten curriculum (socialization skills, play-oriented, etc.)…”

Section: Pre-school Education and Curriculummentioning

confidence: 99%

‘What are the goals of kindergarten?’ Consistency of teachers’ and parents’ beliefs about kindergarten goals

2023

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The teachers’ perceptions of the curriculum or their beliefs about how children learn can influence the quality of the teaching activity and its final outcome. Furthermore, the importance of an extended cooperation and mutual understanding between the actors involved (kindergarten teachers – parents) seems to be a crucial issue in order to establish a supportive framework. The research is structured in two dimensions. We seek the beliefs of kindergarten teachers (K-teachers) and parents, as well as their mutual perceptions of each other’s beliefs, i.e., K-teachers for parents and parents for K-teachers, about the importance of kindergarten goals. The study was conducted in Greece, specifically in the region of Central Macedonia, in June 2021, after the re-opening of schools due to the Covid-19 pandemic. A sample of 330 K-teachers and 419 parents from public and private schools responded to closed-ended questionnaires, rating –on a 5-point Likert scale- the importance of 14 Kindergarten goals. We found that K-teachers generally underestimated parents’ beliefs about kindergarten goals relative to their own beliefs and overestimated parents’ beliefs about the ‘academic’ curriculum goals; a trend that was not confirmed by the parallel survey of parents’ beliefs. In contrast, parents appeared to express a more balanced perception between their own beliefs and those they perceived K-teachers to hold. We also found evidence of differentiation between private and public schools. According to the findings, a harmonized perception of kindergarten goals by K-teachers and parents in private versus public schools is apparent.

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“…All this is recognizable in the process of building children's resilience as resistance and the ability to respond affirmatively to negative and / or potentially stressful experiences and can contribute to the prevention and mitigation of the risk of their social exclusion (Bogatić, 2021). Therefore, it is justified to conclude that the acceptance of inclusive values and understanding of the concept of inclusiveness is a predictor of quality inclusive practice (Alexiadou & Stadler-Altmann, 2020).…”

Section: Figure 1 Scree Plot the Factor Structure Of The Scale Of Tea...mentioning

confidence: 99%

“…The inclusion of children in institutional early childhood education (ECE) is a civilisation achievement, and the right to quality ECE is a fundamental right of every child (Alexiadou & Stadler-Altmann, 2020). The quality of ECE is in positive correlation with the current and long-term well-being of children (Moss, 2017).…”

Section: Introductionmentioning

confidence: 99%

Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Visković¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.</p>

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Early childhood education research in Europe: contexts, policies, and ideas

Cited by 5 publications

References 10 publications

Children’s digital competence in early childhood education: A comparative analysis of curricula

Children’s digital competence in early childhood education: A comparative analysis of curricula

‘What are the goals of kindergarten?’ Consistency of teachers’ and parents’ beliefs about kindergarten goals

Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

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