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1 to 3-year-old children in day care centres in Finland: An overview of eight doctoral dissertations
Hannikainen, Maritta, November 2010
International Journal of Early Childhood, 42(2), 101-115

A comparative summary of 8 Finnish doctoral dissertations, published from 1994 through 2009, on center-based care for infants and toddlers

Literature Review


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Alternate child care options: Preferences of the hill community
Ahuja, Abba, 2000
International Journal of Early Childhood, 32(2), 91-96

An exploration of the child care needs of women living in a rural upland hill area in India

Reports & Papers


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Anniversaries in the Finnish kindergarten system: How and why the system was created
Honkavaara, Pirjo, 1998
International Journal of Early Childhood, 30(1), 7-9

An overview of the history of the Finnish child care system, from the creation of the folk kindergarten in 1888 to the adoption of the Day Care Act of 1996, which guaranteed all children under 7 years the right to child care.

Other


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Are we there yet? Early years reform in Queensland: Stakeholder perspectives on the introduction of funded preschool programs in long day care services
Irvine, Susan, August, 2013
International Journal of Early Childhood, 45(2), 221-236

Australian educators are currently engaging with wide-ranging, national early childhood reform that is reshaping Early Childhood Education and Care (ECEC). The Australian reform agenda reflects many of the early childhood policy directions championed by bodies, such as the Organisation for Economic Cooperation and Development and the United Nations Children's Education Fund, and is based on the dual discourse of (i) starting strong and (ii) investing in the early years. However, despite its traction in policy rhetoric and policy there is little empirical evidence of how reform is being played out. This paper reports on research undertaken in collaboration with the Queensland Office for Early Childhood Education and Care designed to generate sector feedback on one element of the reform agenda, the implementation of universal preschool in Queensland. The study aimed to determine the efficacy of the new policy in supporting the provision of 'approved preschool programs' within long day care services. Drawing together the views and experiences of a range of stakeholders, including peak organisations, service providers, directors, preschool teachers and government policy officers, the paper provides a situated case study of the implementation of universal preschool, and offers empirical evidence of how this policy is being played out at the local level. The paper identifies the opportunities and challenges in implementing universal preschool in Queensland that may have bearing on early childhood reform in Australia as well as other countries. Discussion of key findings is set within an overview of the ECEC policy agenda in Australia, with a particular focus on the commitment to universal preschool. (author abstract)

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The Australian early childhood curriculum and a cosmopolitan imaginary
Millei, Zsuzsa, April, 2014
International Journal of Early Childhood, 46(1), 63-79

In our interconnected and interdependent world, national early childhood education and care (ECEC) policies can no longer be made or read independently from their global contexts. Policy statements often display a global awareness that construct notions about 'the child' as a 'global citizen', particular relations to others and certain prospects about the world. In this paper, we analyse the Australian Early Years Learning Framework: Belonging, Being and Becoming (EYLF) and associated documents to make explicit the particular child subjects, forms of belonging and prospects they produce. The multivocality and multiperspectivity of the EYLF enable parallel interpretations, which we utilise here and focus on two possible readings: first, an educational prospect that furthers neoliberal globalisation and modernist notions by fashioning ECEC as part of national and mostly economic projects, while the second reading identifies aspects of the EYLF that prefigure a new mode of learning that engages alternatively with our interdependent world through a 'cosmopolitan ethics' and 'cosmopolitan solidarity'. Based upon our second reading, we utilise our 'radical imagination' to extend the cosmopolitan imaginary of the EYLF for pedagogical use. (author abstract)

Other


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Becoming a preschool child: Subjectification in toddlers during their introduction to preschool, from a gender perspective
Mansson, Annika, March 2011
International Journal of Early Childhood, 43(1), 7-22

An ethnographic inquiry into the influence of gender on children's transition into preschool, based on information for 19 girls and 4 boys aged 1 year through 18 months old enrolled in preschool in Sweden

Reports & Papers


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Building strong literacy foundations, birth to three years
Makin, Laurie, 2005
International Journal of Early Childhood, 37(2), 85-93

A demonstration of early literacy outcomes associated with the Support at Home for Early Language and LiteracieS (SHELLS) program for families with children aged birth to three in disadvantaged areas of Australia, based on interviews conducted with 69 participants in 2003

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Care and education in the Danish creche
Brostrom, Stig, 2010
International Journal of Early Childhood, 42(2), 87-100

A description of the early childhood creche system for children ages one- through three-years-old in Denmark, including information on the educational curriculum and available research on practices used within creches

Other


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Care for the caregivers: An intrapersonal journey
Boyer, Wanda, 2000
International Journal of Early Childhood, 32(1), 41-48

An inquiry into the work-life balance of child caregivers, based on a model of the self-assessment of challenges to healthful living

Other


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A case study of learning architecture and reciprocity
Smith, Anne B., 2009
International Journal of Early Childhood, 41(1), 33-49

A longitudinal ethnographic case study of a shy young child’s acquisition of reciprocal social skills over a period of years at three preschools and one school

Reports & Papers


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Changing policy, changing culture: Steps toward early learning quality improvement in Australia
Tayler, Collette, 2011
International Journal of Early Childhood, 43(3), 211-225

An overview of early childhood education and care (ECEC) policy reform in Australia, an analysis of policy tools used to enact ECEC reform, and the implications of that reform for ECEC program implementation, outcomes, and quality improvement initiatives at both the national and local levels

Other


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The characteristics of early childhood education in Korea
Lee, Guang-lea, 1997
International Journal of Early Childhood, 29(2), 44-50

An overview of Korea's early childhood education system, including a description of the kindergarten program, teacher training, curriculum, and characteristics of program participants and their families

Reports & Papers


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Child care in Sweden
Mørk, Olga, 1998
International Journal of Early Childhood, 30(1), 20-26

An overview of Swedish child care policies and child care options

Reports & Papers


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Child-centred practice in Irish infant classrooms: A case of imaginary play?
Murphy, Brian, 2006
International Journal of Early Childhood, 38(1), 112-124

A nationally representative, survey-based study of Irish infant child care teachers to determine the extent to which child-centered curriculum guidelines had been implemented in infant child care classrooms

Reports & Papers


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Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns
Bae, Berit, April, 2012
International Journal of Early Childhood, 44(1), 53-69

An analysis of interaction patterns between teachers and preschool children and ways in which various patterns acknowledge children's subjective perspectives and their right to participation, based on data from 2 preschool teachers' working with 14 children aged 3 through 6 in Norway

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Children crossing borders: School visits as initial incorporation rites in transition to preschool class
Ackesjo, Helena, November, 2013
International Journal of Early Childhood, 45(3), 387-410

Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period before the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children before the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester before the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role to facilitate the children's disengagement from preschool. The study also implies the need for teacher collaboration to make the transition transparent and explicit for the children. (author abstract)

Reports & Papers


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Children's integrity: A marginalised right
Johansson, Eva, 2005
International Journal of Early Childhood, 37(3), 109-124

An analysis of children's right to integrity and how Swedish early childhood teachers handle the conflict between respecting this right and teaching children how to respect others and their rights

Other


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Children's readiness for school: Issues in assessment
Kagan, Sharon Lynn, 2003
International Journal of Early Childhood, 35(1/2), 114-120

A discussion of the purpose, content, and process of assessing children's readiness for school

Other


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Children's right to democratic upbringings
Lindahl, Marita, 2005
International Journal of Early Childhood, 37(3), 33-47

An account of the role of child care and preschool administration principles in reinforcing democratic principles in children's education in Sweden and Finland

Other


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Children with autistic spectrum disorder in early childhood education programs: A social constructivist perspective on inclusion
Walker, Sue, 2008
International Journal of Early Childhood, 40(1), 33-51

An investigation of the social competence, nature of play interactions, and degree of social acceptance of young children with autism in Australian inclusive early childhood programs

Reports & Papers


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A comparison of curricular practices in Chinese kindergartens: The influence of curriculum reform
Pan, Yue-Juan, 2008
International Journal of Early Childhood, 40(2), 33-48

A study of the association between type of sponsorship and center quality, based on examinations of 9 kindergartens in five districts of Shanxi province

Reports & Papers


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Constructing a family literacy program: Challenges and successes
Jay, Jenny, 2005
International Journal of Early Childhood, 37(1), 57-78

An experimental study using semi-structured parent interviews to construct an Australian family literacy program to improve low income preschool children's literacy

Reports & Papers


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Constructions of girls in preschool parent-teacher conferences
Markstrom, Ann-Marie, March 2011
International Journal of Early Childhood, 43(1), 23-41

An exploration of discourses regarding the images of preschool girls and both their development and behavior in the dialogue exhibited at 28 parent-teacher conferences concerning 15 girls in preschool in Sweden

Reports & Papers


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The construct of social competence: How preschool teachers define social competence in young children
Lillvist, Anne, 2009
International Journal of Early Childhood, 41(1), 51-68

A study of the relationship between teachers’ definitions of children’s social competence and the qualities of the preschool environment, the number of children with social problems, and the support provided to children, based on data collected at 481 community-based and private preschools across two Swedish counties

Reports & Papers


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A contemporary glimpse of play and learning in Aotearoa New Zealand
White, Jayne, 2007
International Journal of Early Childhood, 39(1), 93-105

An analysis of the nature of young children’s play and learning, using videos of the activities of six children, aged between 16 and 26 months, within five different child care centers in New Zealand, and reactions to the videos from parents and educators, as expressed in in-depth interviews

Reports & Papers


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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