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Articles 1 - 13 of 13
Full-Text Articles in Early Childhood Education
Learning To Lead: Lessons Taken From The Wisest People We Know, Christine Kenney, Aviva Dorfman, Sapna V. Thwaite
Learning To Lead: Lessons Taken From The Wisest People We Know, Christine Kenney, Aviva Dorfman, Sapna V. Thwaite
Journal of Curriculum, Teaching, Learning and Leadership in Education
How we engage and interact with young children and what we know about supporting them as they grow into the best versions of themselves is a window into what we also know about adults as they grow into the best leaders they can be. How we support and teach children has informative parallels for what leaders in education might learn and draw upon in their interactions and engagements with the people with whom they work. The goal of this paper is to introduce four principles of early childhood education (emotions and feelings are important, relationships are vital, process orientation is …
The Lived Experience Of Psychological Occupational Stress In Early Childhood Teacher Leaders, Brooke Fletcher, Debora Basler Wisneski
The Lived Experience Of Psychological Occupational Stress In Early Childhood Teacher Leaders, Brooke Fletcher, Debora Basler Wisneski
Journal of Curriculum, Teaching, Learning and Leadership in Education
The existence of occupational and specifically psychological occupational stress of early childhood education (ECE) professionals is well established. However, little qualitative research has been published describing the lived experience of psychological occupational stress in this setting. The aim of this study was to provide a deeper understanding of ECE professionals’ stress to better support their occupational health. This was accomplished through a secondary phenomenological analysis of interviews with ECE teachers (n=4) collected by the primary author for a larger study of professional development in ECE leadership. The researchers found that the essential description of psychological occupational stress for these ECE …
P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless
P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless
Journal of Curriculum, Teaching, Learning and Leadership in Education
Racism negatively affects children of color in the United States, particularly Black children. Theirs is a history of marginalization since the slavery era, and the impacts are cognitive, social, and psychological. Additionally, Black children face unique challenges upon entering formal education, resulting in disturbing academic outcomes. Yet, adults can facilitate Black children’s development of positive racial identity to help them handle the negative implications of experiencing racism across their lifespan. A description of the research related to positive racial identity is provided along with presentation of the P.R.I.D.E. program, a Pittsburgh-based effort that is designed to help adults build the …
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …
Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray
Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article emerges from a broader ethnographic study exploring how young children aged five and six years, and their educators, construct ‘race’ identities in a culturally diverse early childhood education setting in post-apartheid South Africa. Historically, systems of educational inequality and injustice have had a profound impact on how subjects have come to be ‘raced’ in the South African context. Drawing on a poststructural framework that problematizes the notion of identity, ‘race’, and young children’s discursive understandings of ‘race’, this article traces the complex ways in which young children and educators (re)construct, negotiate, resist and subvert subject formation processes in …
“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner
“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner
Journal of Curriculum, Teaching, Learning and Leadership in Education
Young children of color in the United States are experiencing the material effects of racism on a daily basis. There have been arguments for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. In this critical ethnography, the author examined the wide variety of strategies one class of first graders used to learn about race and of the socio-political and racial climate in which they live. In this paper, the author argues that children carefully consider racial conditions in society and imagine anti-racist praxis as part of …
Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark
Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark
Journal of Curriculum, Teaching, Learning and Leadership in Education
Most empirical contributions on children and race, and the theories derived from this body of work, have focused on American or Canadian children. Some scholars have begun to explore children’s attitudes about race in international contexts, but few have investigated racial identity and attitudes among African Caribbean children in the English-speaking Caribbean context. In this article, we first review international scholarship on children and race, as well as research involving Caribbean children and race. Next, we use an anti-colonial perspective to explore specific pedagogical strategies that can support positive racial identities among young African Caribbean children in the region.
But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg
But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg
Journal of Curriculum, Teaching, Learning and Leadership in Education
There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early …
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Journal of Curriculum, Teaching, Learning and Leadership in Education
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …
Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel
Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel
Journal of Curriculum, Teaching, Learning and Leadership in Education
No abstract provided.
Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance
Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance
Journal of Curriculum, Teaching, Learning and Leadership in Education
The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend, and complex …
School Readiness At The Nexus Between Poverty And Education: The Insights Of Two Jamaican Teachers, Zoyah Kinkead-Clark
School Readiness At The Nexus Between Poverty And Education: The Insights Of Two Jamaican Teachers, Zoyah Kinkead-Clark
Journal of Curriculum, Teaching, Learning and Leadership in Education
In this article, the role of poverty as a barrier to children’s readiness for school is discussed. Using two Jamaican early childhood teachers to illuminate the findings, this piece sought to gain insight into teachers’ perspectives about supporting children, who come from impoverished circumstances, to be ready for primary school. Thematic analysis of the transcribed interviews revealed two dominant themes; Better preparation to meet children’s developmental needs Unrealistic expectations- curriculum expectations perpetuate knowledge gap These findings draw attention to some of the challenges teachers face in meeting the needs of children who live in poverty. These challenges have implications for …
The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg
The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg
Journal of Curriculum, Teaching, Learning and Leadership in Education
Social justice in early childhood has generally been conceptualized to include the anti-bias curriculum, and to a lesser extent, anti-racist education. Over the years, however, scholars have highlighted the many areas in which anti-bias education falls short both pedagogically and conceptually. In keeping with such discussion, this paper highlights significant gaps of anti-bias education by engaging central premises of anti-racist education. By centering a critical race and anti-racist perspective, the paper further provides practical suggestions on how to align early childhood classroom practices with anti-racist principles.