Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care
Mary Moloney,
Margaret Sims,
Antje Rothe,
Cynthia Buettner,
Lisa Sonter,
Manjula Waniganayake,
María-José Opazo,
Pamela Calder,
Sarah Girlich
Issue:
Volume 8, Issue 1, March 2019
Pages:
1-10
Received:
20 December 2018
Accepted:
29 January 2019
Published:
25 February 2019
Abstract: Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children’s rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.
Abstract: Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all m...
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Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya
Kingaru Thumbi,
Jane Ciumwari Gatumu,
Evanson Muriuki Muriithi
Issue:
Volume 8, Issue 1, March 2019
Pages:
11-17
Received:
24 January 2019
Accepted:
17 March 2019
Published:
9 April 2019
Abstract: This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.
Abstract: This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Studen...
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Problem-Solving Among English Language Learners: A Cognitive Linguistic Approach
Rod Case,
Gwendolyn Williams,
Peter Cobin
Issue:
Volume 8, Issue 1, March 2019
Pages:
18-25
Received:
21 December 2018
Accepted:
12 February 2019
Published:
7 May 2019
Abstract: New mathematics standards ask teachers to strengthen mathematics instruction while still building upon communication skills. In today's classroom, this is complicated by the growing number of English language learners (ELLs) across the country who because they are still learning English struggle with the language of mathematics. Researchers who have addressed the question of problem-solving among ELLs have explored schema-based instruction or the use of math journals. Of these two approaches, a discussion of the ELL population is not included in research on math journals and problem solving. Within the research on schema-based instruction, research limit their findings to ELLs with math difficulties (MD). This study addresses the gap in the research on problem-solving among ELLs. A writing structure referred to as Source, Path, Goal (SPG) was used as a linguistic scaffold and type of schema-based instruction. Instruction was set in an elementary ELL classroom. Each group received a different level of scaffolded instruction: 1) instruction only treatment group, 2) instruction plus practice treatment group. Three non-parametric sign tests were conducted (one for each group) to compare pre- and post-test results and indicated strong support for the use of scaffolding plus practice. An analysis of the students’ written explanations of how they solved their math problems only indicated an increase in problem-solving skills for instruction only treatment group, but both treatment groups increased in the depth of their mathematical thinking. Implications for practice and future research are shared.
Abstract: New mathematics standards ask teachers to strengthen mathematics instruction while still building upon communication skills. In today's classroom, this is complicated by the growing number of English language learners (ELLs) across the country who because they are still learning English struggle with the language of mathematics. Researchers who hav...
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Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice
Issue:
Volume 8, Issue 1, March 2019
Pages:
26-37
Received:
31 January 2019
Accepted:
20 March 2019
Published:
7 May 2019
Abstract: This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
Abstract: This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further revea...
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