Professional ruptures in pre-service ECEC: Maddening early childhood education and care

Davies, Adam W. J.

doi:10.1080/03626784.2022.2149027

Cited by 10 publications

(30 citation statements)

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“…In particular, the use of play in education has a positive effect and enables children's psychomotor development, social and emotional development to reach the optimum level and move cognitive development to the required level (Ozkan et al, 2015;Smith, 2021). Play also helps the development of children's self-care skills (Davies, 2022). Play is a tool that plays an important role in education.…”

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confidence: 99%

Examining the perceptions of future teachers on the concept of play

Yaman

2023

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Play is an important concept not only for children but for all ages. This study will aim to examine the perceptions of the students of the Faculty of Education about the play. In this study, a quantitative research method was used to reach the research data. The study was conducted with the students of the faculty of education studying at a foundation university in Istanbul. Voluntarily, 114 students were included in the study group. For the research data, the questions were shared with the students via Google form, and the answers were obtained from the students on the internet. The Play Perception Scale developed by Güneş, Tuğrul, and Demir Öztürk was used as a data collection tool in the research. Considering the research findings, making children love the lessons through play from an early age will ensure that more children can solve problems, express themselves, and have strong social relations in the future. Keywords: Education; learn and play; play perception; pre-service teacher; teaching

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Section: Introductionmentioning

confidence: 99%

Examining the perceptions of future teachers on the concept of play

Yaman

2023

PROSOC

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“…I start out this article with these words by Moss (2016) because they bring about many questions regarding the current state of pre-service early childhood education and care (ECEC) and its connections to developmentalism, which I seek to address in this article, particularly through mad autobiographical poetic writing and theorizing. I aim to madden conceptions of pre-service ECEC teaching and pedagogy (Davies, 2022) by explicitly emphasizing personal poetic writing, which seeks to bring forward my experiences with madness and mental distress, as well as the ultimate madness of teaching and working in pre-service ECEC in higher education (Davies, 2022(Davies, , 2023Davies, Brewer, et al, 2022). Such poetic writing challenges positivist and developmentalist constructions of children, educators and pre-service education, and brings forward personal and autobiographical writing that centralizes educator subjectivity in pre-service ECEC (see also Bezaire and Johnston, 2022).…”

Section: Introductionmentioning

confidence: 99%

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

Davies

2023

Contemporary Issues in Early Childhood

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In this article, the author forwards the importance of mad autobiographical poetic writing to challenge and disrupt epistemic injustice within pre-service early childhood education and care. They explore their own mad autobiographical poetic writing as a queer, non-binary, mad early childhood educator and pre-service early childhood education and care faculty member, and argue that mad poetic writing can methodologically be used as a form of resistance to epistemic injustices and epistemological erasure in early childhood education and care. This article argues for the importance of autobiographical writing in early childhood education and care, and the necessity of centralizing early childhood educators’ subjectivities and histories when addressing – and transforming – issues of equity, inclusion and belonging in early childhood education and care. The personal and intimate mad autobiographical poetic writing of this article – written by the author – focuses on how personal experience with madness as it pertains to working within pre-service early childhood education and care can challenge norms that govern and regulate madness. Ultimately, the author argues that transformation in early childhood education and care can take place by reflecting on experiences of mental and emotional distress, and considering poetic writings as starting places for imagining new futurities and a plurality of educator voices and perspectives.

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“…Questions such as 'What do we do with this?' might emerge from developmentalist ECEC scholars and students who seek to maintain the status quo (Davies, 2022a;Snyder et al, 2019). However, through these questions come new opportunities for pausing and reconsidering the relationship between thinking and doing and theory and praxis (see Britzman, 2012;Freire, 1970).Throughout our experiences, which vary and include teaching ECEC at the undergraduate and/ or graduate level and/or working in pre-service ECEC, we have felt at an embodied level that who we are and the knowledges that we teach are unwelcome in pre-service ECEC.…”

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Contesting the hegemony of developmentalism in pre-service early childhood education and care: Critical discourses and new directions

2022

Contemporary Issues in Early Childhood

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Pre-service early childhood education and care (ECEC) is undoubtedly still entrenched in developmentalist onto-epistemologies that limit the imaginations of both pre-service students and the faculty and instructors who teach such knowledges (Davies, 2022a(Davies, , 2022bDavies et al., 2022), in turn impacting children participating in ECEC. We write this introduction as three researchers, educators, practitioners and facilitators who are highly concerned about the current status quo of pre-service ECEC educationand its emphasis on developmentalismin Canada and internationally (Davies, 2021;Gibson et al., 2018;Krieg, 2010;Zaman and Anderson-Nathe, 2021). By so doing, we add our voices to the chorus of scholars who have shown why this entrenchment is highly problematic, and who offer alternatives to this dominant paradigm (e.g. see Cannella, 2005;Edwards et al., 2009;Kessler and Swadener, 1992;Taylor et al., 2016, to name but a few).What specifically inspired this special issue is our own experiences and conversations regarding the predominance of developmentalism as the taken-for-granted hegemonic knowledge formation in pre-service ECEC training and education. Where we are currently located in Ontario, Canadanot unlike other places in the worlddevelopmental psychology is forwarded as the 'base' or 'foundational' knowledge for pre-service ECEC. Such limited social imaginaries taught to preservice ECEC students present developmentalism as the 'rational' form of knowledge that preservice students must 'apply' in order to 'work with' children and families. Questions such as 'What do we do with this?' might emerge from developmentalist ECEC scholars and students who seek to maintain the status quo (Davies, 2022a;Snyder et al., 2019). However, through these questions come new opportunities for pausing and reconsidering the relationship between thinking and doing and theory and praxis (see Britzman, 2012;Freire, 1970).Throughout our experiences, which vary and include teaching ECEC at the undergraduate and/ or graduate level and/or working in pre-service ECEC, we have felt at an embodied level that who we are and the knowledges that we teach are unwelcome in pre-service ECEC. Despite 'belonging' commonly being the cornerstone of ECEC documentation and curricula (i.e. Ontario Ministry of Education, 2014), we question how normalcy has been entrenched within the fabrics of pre-service ECEC (Davies et al., 2022). In particular, this special issue seeks to contest the ways discourses and practices of normalcy are tethered to ideas of developmentalism in a manner that continues to reinforce and sustain a status quo engaged in the unjust practices of in/exclusion. The practices of in/exclusion referred to here offer a critical examination of the normative/developmentalist content that remains standard fare across degree programs in ECEC colleges and post-secondary institutions. Such ECEC programs subsequently sustain unjust practices that, as noted above, impact the everyday experiences of young children and early childhood edu...

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Professional ruptures in pre-service ECEC: Maddening early childhood education and care

Cited by 10 publications

References 45 publications

Examining the perceptions of future teachers on the concept of play

Examining the perceptions of future teachers on the concept of play

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

Contesting the hegemony of developmentalism in pre-service early childhood education and care: Critical discourses and new directions

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