Contemporary Perspectives of the Child "in Action": An Investigation into Children's Connectedness with, and Contribution to, the World around Them

Autor/inn/en	Robinson, Christine; O'Connor, Dee; Wildy, Helen; Neylon, Gerardine
Titel	Contemporary Perspectives of the Child "in Action": An Investigation into Children's Connectedness with, and Contribution to, the World around Them
Quelle	In: Education 3-13, 47 (2019) 3, S.366-376 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1457704
Schlagwörter	World Views; Early Childhood Education; Empowerment; Foreign Countries; Outcomes of Education; Child Care Centers; Toddlers; Vignettes; Childrens Rights; Childhood Attitudes; Australia + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lernleistung; Schulerfolg; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Infant; Infants; Toddler; Kleinkind; 'Children''s rights'; Kindesrecht; Australien
Abstract	Childcare within Australia has undergone significant reform as a result of the implementation of the nationally mandated "Belonging, Being and Becoming: The Early Years Learning Framework" [EYLF] (Department for Education, Employment and Workplace Relations [DEEWR]. 2009. "Belonging, Being and Becoming. The Early Years Learning Framework for Australia." Canberra: Australian Government Department of Education, Employment and Workplace Relations). The EYLF articulates contemporary perspectives of the child through its principles, practices and learning outcomes. Educators are required to promote these principles, practices and learning outcomes with children aged from birth to 5 years. This paper reports the findings from a research project that sought to investigate how educators applied their understanding of learning outcome two of the EYLF (children are connected with and contribute to their world). The focus of this research was educators working with children aged two to three years within childcare centres operating on school sites, in metropolitan Western Australian. The research design was qualitative and situated within the interpretivist paradigm. Observations were used as the method for gathering data and these were analysed through a process of coding. This paper presents the observational findings of educators' practices within learning outcome two. Composite vignettes from the voice of the child are included to present the observational findings. In centralising the voice of the child, contemporary perspectives are made explicit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01