The (in)convenience of care in preschool education: examining staff views on educare

Laere, Katrien Van; Vandenbroeck, Michel

doi:10.1080/09575146.2016.1252727

Cited by 21 publications

(20 citation statements)

References 27 publications

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“…Education, in turn, refers to decisions about which cultural values, habits, and norms should be transmitted in early childhood education and which should be shaped and regenerated (e.g., Biesta et al, 2015;Johansson, Puroila, & Emilson, 2016;Niikko, 2004). When approached as care, the key task of early childhood education is to meet children's needs by providing physical care and having a caring attitude toward children (e.g., Einarsdóttir, 2003;Van Laere & Vandenbroeck, 2018). Another branch of debate has concentrated on the way these impressions relate to each other.…”

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

confidence: 99%

“…Previous research has also identified that teachers distinguish between teaching, education, and care in their everyday work. Some teachers consider teaching their main work (Van Laere & Vandenbroeck, 2018;Ylitapio-Mäntylä, 2009), while others have emphasized education (Niikko, 2004) and care (Einarsdóttir, 2003;Ylitapio-Mäntylä, 2009). No unambiguous explanations cause these differences.…”

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

confidence: 99%

“…No unambiguous explanations cause these differences. One explanatory factor seems to be how early childhood education is provided: Teachers working in countries with split systems 15 tend to emphasize teaching (Van Laere & Vandenbroeck, 2018) whereas in countries with integrated systems (such as Finland), teachers move between different professional roles and expectations and are better able to see connections between different orientations (e.g., Einarsdóttir, 2003;Niikko & Ugaste, 2012). In addition, children's age appears to play a role in teachers' orientations.…”

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

confidence: 99%

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

Mertala¹

2019

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

confidence: 99%

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

confidence: 99%

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

confidence: 99%

See 1 more Smart Citation

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

Mertala¹

2019

Preprint

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show abstract

“…A consequence of this pursuit of homogeneity is not only the organisation of children by age within primary schools, but also the separation between preschool and compulsory school and -in many countries -between childcare and preschool (Kaga, Bennett & Moss, 2010). Again, these separations are based on remarkable assumptions: the assumption, for instance, that preschoolers need more education and less care than the younger toddlers and infants do (and the assumption indeed that care and education are separate entities), while these assumptions are increasingly unveiled as invalid (Moss, 2013;Van Laere & Vandenbroeck, 2016). Consequently, early childhood education is all too often framed as the preparation for compulsory schooling (Moss, 2013).…”

Section: The Myth Of Homogeneity In Educationmentioning

confidence: 99%

“…However, the deliberate nontake-up of social and educational services can never be understood without a dialogue with those who are concerned, in order to comprehend not only what they consider accessible, affordable and available, but also desirable and useful. An ongoing research including focus groups with almost 80 parents, many of whom share the sociological characteristics of the parents that are targeted by these policies (Van Laere & Vandenbroeck, 2016), shows quite a different picture. The participating parents were, without exception, well aware of the educational benefits of the preschool, meaning that the campaigns tried to persuade parents of issues of which they were already persuaded.…”

Section: Creating Reciprocity In Unequal Relationsmentioning

confidence: 99%