The Invisibility of the ‘Average’ Child in the Early Years

A sample of 52 children across two schools was tracked for the first four years of their school life. Adopting a naturalistic research strategy, relying on classroom observation of children and depth interviews with teachers, the emergence of each child's identity was monitored as it became revealed to their teacher. This investigation into early school careers suggests that children quickly acquire one of two distinct identities: either normal or deviant. The vast majority of children fall into the ‘normal’ category. Within the ‘normal’ category there seems to be a particular type of pupil who is to be found at the core of this socially constructed world of normality: the ‘average’ child. Acquiring an identity as an ‘average’ child seems to have important consequences for the child's experience of schooling. Whereas deviant pupils are conspicuous and continually noticeable, ‘average ‘pupils represent a conformity in classroom life which makes them apparently less visible to teachers. ‘Average’ pupils appear to conform to such an extreme degree that for much of their time in school they become ‘invisible’. This is an apparent anomaly for teachers in the early years when, in spite of a commitment to individualism, and often a tradition of child‐centredness, it seems teachers may be ‘blind’ to certain individuals in their class, especially those for whom teachers have recognised an identity as an ‘average’ child.

Research in early years education has understandably given prominence to issues of pedagogical practice, policy formation and curriculum development (Richards, 1982; Blenkin and Kelly, 1988). As in all sectors of education the concerns of educationists as practitioners or policy‐makers have often driven the quest for understanding and provided the dominant ethos of inquiry. In the field of early years education, the issues for debate, and consequently the questions generated for research, have rarely been prompted by the concerns of social scientists in their pursuit of more esoteric domains of theory construction.     

Examining the Content of Preservice Teachers’ Reflections of Early Field Experiences

This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences.     

Examining Effects of Poverty,Maternal Depression,and Children’s Self-Regulation Abilities on the Development of Language and Cognition in Early Childhood: An Early Head Start Perspective

Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed.     

Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs?

The current study was designed to investigate how the quality of stimulation and support available to children in the home interacts with participation in Early Head Start to determine children's development. Data were obtained as part of the national evaluation of Early Head Start (EHSRE), a randomized trial involving 3,001 children and families from 17 program sites. Hierarchical linear regression analyses were used to examine the interaction of EHS with (a) early maternal emotional warmth and (b) provision of a stimulating home environment on children's development at ages 3 and 5. Findings showed EHS sometimes differentially benefited children who came from households where the levels of warmth and stimulation were lowest. However, there was evidence of other forms of moderation as well.     

Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science

This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time. We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and those they perceived scientists held the most informed conceptions of NOS.     

Examining the Relations of the Home Literacy Environments of Families of Low SES with Children’s Early Literacy Skills

This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children’s early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children’s Title Checklist (CTC) but low correlations were found among items. Children’s expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children’s receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers’ frequency of shared reading and the age when parents began reading to children. Children’s letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children’s early language and literacy skills.     

Perceptions of Early Adolescent Setswana-Speaking Learners of Respect in the Educator–Learner Relationship

This exploratory research focused on describing Setswana-speaking early adolescents’ perceptions of respect in educator-learner relationships in the South African context. A lack of mutual respect obstructs adolescents’ freedom to pursue personal goals in South Africa’s school communities. Adding to this incongruity is the isolating of relational well-being and academic excellence. A qualitative research paradigm, using a single exploratory case study design in an English primary public school in Johannesburg, Gauteng, was used. Ten learners, black Setswana-speaking South Africans, participated. Findings indicate that: (1) the need to belong is paramount to respect; (2) early adolescents need a “parent figure” modelling respect; (3) positive emotions facilitate respect when learners feel valued, and cared for; and (4) an educator who shows respect, ignites reciprocity, thus demonstrating respectful communication within a secure structure and encourages academic excellence. These experiences are indicative of a positive spiral toward flourishing educator-learner relationships.     

How Early Is Too Early to Begin Life Career Planning? The Importance of the Elementary School Years

The relationship of early and middle childhood experiences to life career planning is discussed. Life career planning is presented as a life skill beginning in infancy. The authors present five premises on which they have based their discussion: Life career development is a life-long, spiraling process; Life career planning includes a series of sub-skills; Career awareness and career exploration form the foundation for effective life career planning; Idiosyncratic factors influence the decision-making of each person; and Child development theory (e.g., Erikson, Piaget and Vygotsky) and career development theory (e.g., Super and Gottfredson) are interrelated. Implications for practice are included.     

The Early History of America

Nowadays people are beginning to use the term“Native Ameri-cans” rather than‘Indians’for the original people of America.Theyprobably crossed over from Asia while there was still a land bridge     

A Planet from the Early Universe

If you thought your parents were old,getthis. Astronomers have discovered the oldestand most distant planet known in the uni-verse.The planet is so far away that it takeslight 7,200 years to get here from there. The new discovery is full of surprises.     

Early Childhood Educators’ Well-Being: An Updated Review of the Literature

Researchers are increasingly recognising the connections between early childhood educators’ well-being and their capacity for providing high quality education and care. The past five years have seen an intensification of research concerning early childhood educators’ well-being. However, fragmentation along conceptual, contextual and methodological lines makes it difficult to clearly identify the most effective focus for future research. The purpose of this article is to identify trends in, and implications of recent research concerned with educators’ well-being. Attention is given to ways recent studies address concerns raised in a review of earlier literature (Hall-Kenyon et al. in Early Child Educ J 42(3):153–162, 2014, doi: 10.1007/s10643-013-0595-4), and what implications recent studies have for future research efforts concerned with educators’ well-being.     

Emerson’s Nature as an Early Manifestation of the Biological Sublime

Ralph Waldo Emerson’s first essay, Nature, has been viewed as a reconciliation of the world of nature with the world of mind. A close analysis shows that Emerson was in fact attempting to come to terms with human fragility in a unique way by delineating the point at which the worldly and the transcendental are demarcated. Because nature as we normally apprehend it merely displays a physical remainder, an alternative way of coping with grief is to change the very way we apprehend nature itself. Moreover, the way forward is not merely to change our perceptions, but truly to conform ourselves with the natural workings of the universe in a manner that has been forgotten, obliterated or never even previously conceived. In short, Nature can be reconsidered as an early example of the biological sublime.     

Making a Difference for the Under Fives? The early implementation of Te Whaariki,the New Zealand National Early Childhood Curriculum

The New Zealand Ministry of Education is producing the final draft of Te Whaariki the national early childhood curriculum (Ministry of Education 1993). Once formalised all early childhood services will be required to demonstrate that their programmes are operating according to the Principles, Aims and Goals outlined in Te Whaariki (a Maori name meaning a mat for all to stand on). Three years ago a paper at the first Warwick International Early Years Conference outlined the rationale, framework and processes involved in the development ofTe Whaariki (Carr & May 1993c). We had been contracted by the Ministry of Education to coordinate the development of a national early childhood curriculum that firstly, would embrace a diverse range of early childhood services and cultural perspectives, secondly, would articulate a philosophy of quality early childhood practice, and thirdly would make connections with the new national curriculum for schools. Te Whaariki was released to early childhood centres on a trial basis in late 1993. Since that time there has been an official process of trialing and evaluation which has indicated a very high level of support within the early childhood community for the document. In 1994 the Government contracted a number of professional development projects to support early childhood practitioners with the document. Training programmes began reviewing the structure and rationale of the courses they provide. Margaret Carr is now undertaking a research project looking at some possibilities for the assessment for young children that relate to the Principles, Aims and Goals outlined in Te Whaariki. There are, however, many issues for centres regarding the implementation of Te Whaariki. For example, current regulatory requirements and funding levels make it difficult for centres to meet the high expectations of quality outlined in Te Whaariki, although the 1995 budget pronouncements promised some small funding increase.

This paper provides an overview of the implementation of Te Whaariki. We are mindful that other countries, have been undertaking similar kinds of development. While we see Te Whaariki as a document that is uniquely New Zealand, we have also sought, throughout the process of development and implementation, to encourage international critique and appraisal ofTe Whaariki as part of on going debates regarding the nature of early childhood curriculum in the 1990s. This paper was first presented at the second Early Years Conference at Warwick in 1996.     

Early Full-Time Day Care,Mother–Child Attachment,and Quality of the Home Environment in Chile: Preliminary Findings

Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother–child relationship were measured. Day care was not negatively associated with the mother–child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment.     

Community Childcare Providers’ Role in the Early Detection of Autism Spectrum Disorders

The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age possible. An argument for utilizing community childcare providers for universal developmental screening is presented along with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings.     

Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care

Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.     

From ‘Closing the Gap’ to an Ethics of Affirmation. Reconceptualising the Role of Early Childhood Services in Times of Uncertainty

In this article, I offer a critical enquiry into the landscape of European and international policy approaches and strategies towards young children, their families and communities in a rapidly changing global context. Early childhood has attracted unprecedented attention among policy makers and international bodies in the last two decades. The apparent consensus about the ‘need to increase participation in early childhood education and care’ has been framed mainly by a ‘human capital’ discourse that promises high returns on investment in early intervention, and social cohesion through increased educational achievement. While members of the early childhood research and practice community have welcomed (or actively contributed to) this argument in order to raise visibility and support, questions arise whether policies and practices grounded in this logic are appropriate and make a difference in the lives of children and families, especially those from marginalised backgrounds. Drawing on experiences from recent European and international research projects, this article argues that early childhood policies that aim at ‘closing the gap’ between children from marginalised and dominant groups in society are grounded in a logic of integration and assimilation into an assumed normality that no longer exists. Instead, marginalisation, hyper-diversity, inequality and fragmentation have become the defining feature of all societies. Against this background, the article explores possibilities and strategies for developing ‘competent systems’ for all children, families and communities that are based on democratic practices, recognition and affirmation.