First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience

White, E. Jayne; Peter, Mira; Sims, Margaret; Rockel, Jean; Kumeroa, Maureen

doi:10.1080/10901027.2016.1245221

Cited by 14 publications

(4 citation statements)

References 15 publications

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“…There is also some variation in professional experience days working in prior to school settings with very young children, despite the ACECQA stipulated minimum of 10 days with the age group from birth to 2 years. This results in a range of capacities or competencies with infants (Garvis and Lemon 2015;White et al 2016). There is evidence that more qualified educators in ECEC settings are associated with positive relationships with children and families and, therefore, more optimal education and care outcomes (Norris and Horm 2016).…”

Section: Discussionmentioning

confidence: 99%

Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis

McGuire

Gallegos

Irvine

2018

ICEP

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Background Early childhood education and care (ECEC) settings have always been recognised as important sites of learning; however, with an increasing number of children attending these services their role in optimal infant and child health is increasingly significant (Petitclerc et al. 2017; Scully et al. 2017; World Health Organization (WHO) 2016a). In Australia, formal, approved ECEC services provide education and care for infants and children from birth to 5 years prior to school entry. The ECEC system includes centre-based long day care and home-based family day care, which operate for extended hours to support parent workforce participation 1. 14% of Australian children under 5 years attend long day

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Section: Discussionmentioning

confidence: 99%

Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis

McGuire

Gallegos

Irvine

2018

ICEP

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“…Is there anything that people want to hear about the job day in and day out when you work as a Diploma (holder) in a room? (G1) White et al (2016) contend that infant practica is problematic because preservice teachers are often ill-equipped due to common oversights in the specialist knowledge of the younger group in ITE programs. Curiously, in the current study, the preservice teachers' frustration was about "excessive routines" associated with care as opposed to perceived "abstract" professional knowledge (McDonald, 1995, p. 161), not the knowledge by itself.…”

Section: Managing Time and Tasksmentioning

confidence: 99%

“…Rouse et al, 2012) or interviews/questionnaires/placement report entries (cf. Boyd & Newman, 2019;O'Connor et al, 2015;Thorpe et al, 2011;White et al, 2016), where the participants offered their thoughts in private or faced the researchers or their classmates within the ECEC community. By introducing a social media component, the current study examined the gaze of a broader sense of others in the public.…”

Section: Introductionmentioning

confidence: 99%

The conundrum of care in the construction of professional identity

Wu,

Devine

2024

NZJTW

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The notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.

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“…No panorama europeu, vários debates e documentos no âmbito das políticas educativas transnacionais têm evidenciado um reforço da visibilidade deste segmento etário nas preocupações de diferentes estados (EUROPEAN COM-MISSION/EACEA/EURYDICE/EUROSTAT, 2014; OBERHUEMER; SCHREYER; NEUMAN, 2010; ORGANISATION FOR ECONOMIC CO--OPERATION AND DEVELOPMENT, 2017). Este movimento é relevante considerando que, em nível europeu, persistem sistemas divididos, com tutelas e orientações distintas dos serviços para crianças mais novas (0-3) e mais velhas (3)(4)(5)(6), bem como uma preparação e qualificações profissionais diferentes, com desvantagem notória para os profissionais que trabalham com bebês e crianças mais novas (OBERHUEMER; SCHREYER, 2017), seguindo uma tendência registrada em outros pontos do mundo (BECK, 2013;CHU, 2016;WHITE et al, 2016).…”

Section: Introductionunclassified

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

Araújo

2018

Rev. FAEEBA - Educ. e Contemp.

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A formação profissional de educadores(as) de infância para o trabalho em creche tem sido reconhecida como influente na qualificação destes serviços, embora seja frequentemente caracterizada como insuficiente e/ou desajustada às necessidades associadas ao perfil e respetivas funções profissionais. O presente estudo situase na formação inicial de educadores(as) de infância, pretendendo analisar a representatividade e significado atribuído a dimensões pedagógicas na aprendizagem profissional no âmbito do estágio em creche. Dados oriundos de 41 relatórios de estágio foram sujeitos a análise dedutiva, com base em dimensões da pedagogia identificadas na literatura. Os resultados evidenciaram seis dimensões com maior representatividade e significado nos relatos das estagiárias: experimentação de atividades [propostas pelo adulto], observação da criança e dos seus contextos proximais, organização de espaços e materiais, organização do tempo, interação adulto-criança e envolvimento das famílias. Adiantam-se algumas implicações ao nível dos processos de formação, com incidência na experiência formativa em contexto de estágio em creche. Palavras-chave: Creche. Estágio. Aprendizagem profissional. Dimensões pedagógicas.

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First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience

Cited by 14 publications

References 15 publications

Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis

Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis

The conundrum of care in the construction of professional identity

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

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