Action Research In Early Childhood Education

  action research in early childhood education: Doing Action Research in Early Childhood Studies Glenda Mac Naughton, Patrick Hughes, 2008-09-16 Are you worried about doing your early years action research project? Does the thought of choosing the right research question feel daunting? Are you concerned about the challenges you might face? If you answer 'yes' to any of these questions, then this is the book for you! Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice. Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings. Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project. The book's key features include: 16 'Steps' that walk you through the process of conducting your action research project References to real life research projects to illustrate key ideas, themes, practices and debates Advice on creating an action research journal, with sample extracts 'Thinking Boxes' in each chapter to encourage you to review and reflect on the chapter's contents as you plan your research project Checklists in each chapter of key concepts, processes and themes, together with further resources The authors explore some difficult issues associated with action research, including ethics, rigour, validity, critical reflection, and social and professional change. They show that there is more than one 'right' way to perform an action research project and advise you how to choose an approach that is appropriate for your particular interests and circumstances. Doing Action Research in Early Childhood Studies is an essential resource for students and practitioners of early childhood studies.
  action research in early childhood education: A Practical Guide to Action Research and Teacher Enquiry Amanda Ince, Eleanor Kitto, 2019-08-01 This accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitioners’ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes. Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of the different stages of enquiry. Ten examples of practice are used to clearly illustrate the action research cycle in a variety of settings, and in relation to a range of topics and ages, thereby providing readers with a wealth of tried-and-tested ideas for application in their own settings and projects. These are supported by a range of downloadable resources which can be used as tools to support the planning, reflecting, and evaluation of practitioners’ research activities. Informative, inspiring, and highly relevant to practice, A Practical Guide to Action Research and Teacher Enquiry will support and scaffold the research activities of early years practitioners, managers, and students.
  action research in early childhood education: Visible Learning in Early Childhood Kateri Thunder, John Almarode, John Hattie, 2021-09-13 Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!
  action research in early childhood education: Young Children's Rights Priscilla Alderson, 2008 Published in association with Save the Children Priscilla Alderson examines the often overlooked issue of the rights of young children, starting with the question of how the 1989 UN Convention on the Rights of the Child applies to the youngest children, from birth to eight years of age. The question of finding a balance between young children's rights to protection, to provision (resources and services) and to participation (expressing their views, being responsible) is discussed. The author suggests that, in the belief we are looking after their best interests, we have become overprotective of children and deny them the freedom to be expressive, creative and active, and that improving the way adults and children communicate is the best way of redressing that balance. This second edition has been updated and expanded to include the relevance of UNCRC rights of premature babies, international examples such as the Chinese one-child policy, children's influence on regional policies, and the influence on young children's lives of policies such as Every Child Matters and those of the World Bank, IMF, OECD and UNICEF. This readable, informative and thought-provoking book is a compelling invitation to rethink our attitudes to young children's rights in the light of new theories, research and practical evidence about children's daily lives. It will be of interest to anyone who works with young children.
  action research in early childhood education: The ELC: An Early Childhood Learning Community at Work Lorraine Melita, Heather Bridge, Patricia Roiger, 2020-07-21
  action research in early childhood education: Disrupting Early Childhood Education Research Will Parnell, Jeanne Marie Iorio, 2015-12-22 Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research, competition, and test scores, exemplified by federal funding competitions and policymaking. Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies, auto-ethnographic writings, action-oriented studies, arts-based methodologies, and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning, school, and early education sectors, this volume explores the meanings of actionable and everyday approaches based on the experiences of young children, their families, and educators.
  action research in early childhood education: Action Research in the World Language Classroom Mary Lynn Redmond, 2013-06-01 The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.
  action research in early childhood education: Self-Study Teacher Research Anastasia P. Samaras, 2010-04-22 Offer novice and experienced teachers guidelines for the how and why to do self-study teacher research Designed to help teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Written in a reader-friendly style and filled with interactive activities and examples, this book helps teachers every step of the way as they plan and conduct their studies. Author Anastasia Samaras encourages readers to think deeply about both the how and the why of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice. Key Features A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research. A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project. Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time. Examples demonstrate the connections between self-study research, teachers′ professional growth, and their students′ learning. Tables, charts, and visuals help readers see the big picture and stay organized. Accompanied by High-Quality Ancillaries! A Student Study Site offers a wealth of resources, including additional examples and activities, web-based resources, study questions, and key terms. Intended Audience Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry is intended as a core textbook for a wide variety of courses in the education curriculum, including Action Research, Qualitative Research Methods, Research Methods in Education, and the capstone/teacher researcher course required of all early childhood, elementary, and secondary education majors.
  action research in early childhood education: Action Research in Special Education Susan Bruce, Gerald J. Pine, 2010-06-27 This is the first book about action research devoted to the complex issues faced by children with special needs and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples of actual teacher-researcher studies, as well as a “how-to” chapter that outlines the basic principles needed for conducting action research. This book is essential reading for anyone interested in using action research to enhance student achievement and to address issues of social justice faced by children with special needs. Book Features: Details of the origins and practice of action research in special education. Demonstration of how action research is a dedicated component of preservice teacher preparation. Examples of action research performed by students in the field.
  action research in early childhood education: Early Childhood Educational Research Cathy Nutbrown, 2018-07-09 This book offers an accessible critique of recent Early Childhood Educational Research, taking an international perspective, and highlighting strengths and key focus areas within the field. It will also identify areas where researchers have yet to offer significant insights that support the development of theory, policy and practice.
  action research in early childhood education: Early Childhood Teacher Research Kathryn Castle, 2012-05-22 What is early childhood teacher research and why is it important? How does a teacher researcher formulate a research question and a plan for doing research? How do teachers apply research results to effect change? Early Childhood Teacher Research is an exciting new resource that will address the sorts of questions and concerns that pre- and in-service teachers of young children frequently have when engaging in teacher research. Accessible and interactive, this book touches upon the important issues every early childhood teacher should know—the uniqueness of early childhood teacher research, reasons for doing it, and how to do it. In this comprehensive guide, Kathryn Castle explores each stage of teacher research, from conceptualization, generating research questions, identifying data sources, gathering and analyzing data, interpreting results, sharing results, to taking action based on results. Special features included in each chapter: Teacher Researcher Journal prompts for the reader to record ideas for research questions and to develop a plan for doing research. From the Field provides rich examples of real life early childhood teacher researchers and their perspectives on doing teacher research. Reflections ask readers to pause and think deeply about relating content to their own situations. Exploration of additional content, websites, resources, and activities are located in each chapter to help the reader go further in constructing their knowledge of teacher research.
  action research in early childhood education: Teacher Action Research Gerald J. Pine, 2008-10-31 This is a wonderful book with deep insight into the relationship between teachers′ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples. —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
  action research in early childhood education: Work-Based Research in the Early Years Sue Callan, Michael Reed, 2011-09-19 In the early years sector of education, all practitioners are now expected to engage in work-based research,as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, Work-Based Research in the Early Years focuses on the development of research in practice and how it can work in a variety of settings. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included. Chapters are organized under three headings: planning for research, doing research, and learning from research. Concentrating on action research, this book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and how to ensure it underpins raising achievement and change in the workplace. There is an emphasis on the impact of research on practice, illustrated through reflection.
  action research in early childhood education: Connecting with Children Pam Foley, Stephen Leverett, 2008 This accessible textbook illustrates how good communication and positive and participative relationships can be developed with children across the range of universal and specialist children's services.
  action research in early childhood education: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) Naeyc, 2021-08 The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
  action research in early childhood education: Action Research for Teacher Candidates Robert P. Pelton, 2010-10-16 Teachers are the single most important element in helping every child succeed in school. Action Research for Teacher Candidates has been written in the hopes of equipping teachers-in-training with the skills needed for action research: a process that leads to focused, effective, and responsive strategies that help students succeed. Robert P. Pelton is also the author of Making Classroom Inquiry Work: Techniques for Effective Action Research, which is designed to serve those who wish to delve deeper into their action research or as leaders in teacher research and reflective practice. These two books serve as both a perfect training curriculum for pre-service teachers at the undergraduate or graduate level and as an excellent vehicle for professional development for in-service teachers.
  action research in early childhood education: Research in Early Childhood Andrea Nolan, Kym Macfarlane, Jennifer Cartmel, 2013-05-13 'Andrea Nolan and he colleagues have written a uniquely wise and reader-friendly account of all aspects of researching early childhood' - Liz Brooker, Reader in Early Childhood, University of London Institute of Education In this innovative guide to research in early childhood, the research process is presented as a journey and this book is your roadmap. The authors take you step-by-step through the practical considerations and complexities of undertaking research with young children featuring the real-world research journeys of two student researchers. Their authentic stories describe the emotions, challenges and moments of exhilaration involved in completing a research project. The book gives guidance on all aspects of the research process, including: - selecting a topic - ethical considerations - collecting your data - analysing your data - disseminating your findings. This book will be an invaluable guide to students of Early Childhood completing a research project or writing a thesis or dissertation.
  action research in early childhood education: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
  action research in early childhood education: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them.
  action research in early childhood education: Disrupting Early Childhood Education Research Will Parnell, Jeanne Marie Iorio, 2015-12-22 Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research, competition, and test scores, exemplified by federal funding competitions and policymaking. Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies, auto-ethnographic writings, action-oriented studies, arts-based methodologies, and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning, school, and early education sectors, this volume explores the meanings of actionable and everyday approaches based on the experiences of young children, their families, and educators.
  action research in early childhood education: Integrating Teaching, Learning, and Action Research Ernest T. Stringer, Lois McFadyen Christensen, Shelia C. Baldwin, 2009-03-26 Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards. Key Features Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation
  action research in early childhood education: Methodology for Research with Early Childhood Education and Care Professionals Cecilia Wallerstedt, Eva Brooks, Elin Eriksen Ødegaard, Niklas Pramling, 2022-11-28 This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on.
  action research in early childhood education: Teachers and Young Researchers in Action Viv Randall, Debbie Reel, Nicola Smith, 2020-11-26 With an increasing emphasis on the role of evidence in education, primary school teachers need to find meaningful ways to engage in research. Teachers and Young Researchers in Action supports teachers and children in carrying out meaningful classroom research that can transform practice. An accessible guide, it shows the different ways in which children and teachers can go about their research, the problems they may meet on the way and the tried and tested methods to meet those challenges. Illustrated with rich real-life examples of research projects – exploring rewards and sanctions, values education, school structures and reading for pleasure – it shows how we can celebrate the importance of the voice of the child in school life, benefitting individual children, teachers and schools alike. This accessible book outlines the benefits of children’s research for individual children, teachers and schools as well as providing case studies that demonstrate how young children’s research projects can be successful. Written for teachers by teachers, this go-to resource will be of interest to anyone working with children as researchers looking to improve their practice and in need of guidance and support.
  action research in early childhood education: Practitioner Research in Early Childhood Linda Newman, Christine Woodrow, 2015-09-01 This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy.- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney. Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts. Features include: the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communities how practitioners can be supported in documenting and articulating their work the relationships between the research community and field of practice through practitioner research projects contemporary problems and issues that frame the practices of early childhood educators case studies from Australia, South Africa, Sweden and Chile A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.
  action research in early childhood education: Action Research Craig A. Mertler, 2016-06-29 Craig Mertler’s Action Research: Improving Schools and Empowering Educators introduces practicing educators to the process of conducting classroom-based action research. Practical and comprehensive, the book focuses on research methods and procedures that educators can use in their everyday practice. This Fifth Edition adds enhanced coverage of rigor and ethics in action research, means of establishing quality of both quantitative and qualitative data, as well as strengthened pedagogical features. New material includes discussions of social justice advocacy as an application of action research and the inclusion of abstracts in research reports.
  action research in early childhood education: Meaning Making in Early Childhood Research Jeanne Marie Iorio, Will Parnell, 2017-12-12 Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
  action research in early childhood education: EBOOK: Rethinking Learning in Early Childhood Education Nicola Yelland, Libby Lee, Maureen O'Rourke, Cathie Harrison, 2008-08-16 I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice. Jackie Marsh, University of Sheffield, UK This exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, including bold new approaches to teaching and learning which offer opportunities for children to investigate in new ways. This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in multimodal formats using new technologies. This book represents a research-based discussion for rethinking learning in the 21st century and includes various case studies and scenarios to enable students and practising teachers to try out new ideas. Finally, it considers new ways of thinking about children's learning by creating a multiliteracies portrait, pedagogies and pathways profile that enables teachers to build on their strengths to plan for effective learning outcomes. Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes.
  action research in early childhood education: Quality Improvement in Early Childhood Education Susanne Garvis, Hillevi Lenz Taguchi, 2021-08-28 This book explores international perspectives on quality improvement within the field of early childhood education and care. Many countries and governments are focusing on preschool quality as a way to improve entrenched inequalities and reduce social disadvantage and segregation: this book draws together various global case studies to showcase how different countries tackle aspects of quality improvement. The concept of quality is understood in different ways both culturally and contextually, and the implementation of measures to improve quality will differ from country to country. The book draws together case studies from numerous contexts to showcase various ways of working with aspects of quality improvement. Sharing important insights into policy and practice, this book guides a shared understanding of the complex nature of quality improvement within early childhood education and care.
  action research in early childhood education: Starting Strong Engaging Young Children Lessons from Research about Quality in Early Childhood Education and Care OECD, 2018-03-27 The first years of life lay the foundations for a child’s future development and learning. Reflecting on the important role of early childhood education and care (ECEC) services in providing all children with the skills they need to be successful in school, many countries have increased their ...
  action research in early childhood education: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
  action research in early childhood education: 100 Questions (and Answers) About Action Research Luke Duesbery, Todd Twyman, 2019-03-07 100 Questions (and Answers) About Action Research by Luke Duesbery and Todd Twyman identifies and answers the essential questions on the process of systematically approaching your practice from an inquiry-oriented perspective, with a focus on improving that practice. This unique text offers progressive instructors an alternative to the research status quo and serves as a reference for readers to improve their practice as advocates for those they serve. The Question and Answer format makes this an ideal supplementary text for traditional research methods courses, and also a helpful guide for practitioners in education, social work, criminal justice, health, business, and other applied disciplines.
  action research in early childhood education: Improving Schools Through Action Research Cher Hendricks, 2009 This text emphasizes the reflective processes used in planning and conducting action research studies, data analysis techniques (quantitative and qualitative), and displaying and explaining results. It provides specific information needed to complete each step of the action research cycle with chapter activities that help the student/reader conduct projects focused on school improvement. Each activity includes a research paper component that helps students create a research paper as they complete the activities.
  action research in early childhood education: Doing Action Research In Early Childhood Studies: A Step-By-Step Guide Mac Naughton, Glenda, Hughes, Patrick, 2008-09-01 Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.
  action research in early childhood education: Digging Deeper Into Action Research Nancy Fichtman Dana, 2013-02-05 Take your great idea to the next level with action-research Nancy Fichtman Dana steps in as your action-research coach and leads you on a journey from wonderings to real change in your classroom. With real-life vignettes, self-guided worksheets, and an included DVD, this companion is your go-to guide each time you embark on a new inquiry toward professional growth. Teachers, students, and action-research coaches alike will learn how to: Reframe initial wonderings into pointed inquiries Creatively analyze both qualitative and quantitative data Draw action-research topics out of ordinary discussions with colleagues Share findings with others to help them improve as well
  action research in early childhood education: Early Childhood Qualitative Research J. Amos Hatch, 2013-10-18 How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called scientifically-based research? What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
  action research in early childhood education: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
  action research in early childhood education: Collaborative Action Research for Professional Learning Communities Richard Sagor, 2010-04-01 Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. This book delves into the five habits of inquiry that contribute to professional learning. Get to know them and the action research process they represent. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement.
  action research in early childhood education: Teaching Young Children: Choices In Theory And Practice Mac Naughton, Glenda, Williams, Gillian, 2008-11-01 This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding. The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings. Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include: * Coverage of the phonics debate * Addition of ICT content * Questions for further discussion * Revision to the chapter on problem solving * Updated referencing throughout Teaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.
  action research in early childhood education: Exercising Muscles and Minds Marjorie Ouvry, 2003-01-01 Focusing on outdoor play with three to five year olds, Exercising Muscles and Minds is the bestselling guide to planning for learning outside throughout the year. Challenging the assumption that playing out of doors is an 'optional extra' that happens only on sunny days, it describes how to plan for outdoor play as part of a whole curriculum. In simple, accessible chapters it explains why outdoor play is so important, how to overcome limited access to outdoors, how to prepare an outdoor learning environment and skills for teaching outdoors. Full of case studies and ideas for activities, equipment and resources, this practical guide is full of useful guidance for working outdoors with young children - whether in largest of green areas or the smallest of back yards.
  action research in early childhood education: Effective Action Research Patrick J. M. Costello, 2011-03-24 >
UNDERSTANDING EARLY CHILDHOOD EDUCATION
Section I: Early Childhood Education in the U.S. summarizes the benefits of early learning, defines common terminology in the field, and provides an overview of the current early childhood education (ECE) landscape across the country. Section II: Early Childhood Education Program Guidance identifies the barriers to implementing

Play-based early childhood classrooms and the effect on pre ...
Titled: Play-Based Early Childhood Classrooms and the Effect on Social and Academic Achievement has been approved as meeting the research requirement for the Degree of Master of Arts in Early Childhood Education. 1;-~~, J . Date Approved Graduate Faculty Reader . Mio« /Jot7 . r I . Date Approved He~rtment of Curriculum and Instruction . ii

BUILDING AN INCLUSIVE AND EQUITABLE EARLY CHILDHOOD EDUCATION …
an equitable early childhood education for refugee children’ (BEECERC) research project is a humanitarian response to address the current educational inequalities faced by refugee children. The project was undertaken in Malaysia, with the goal of enhancing our understanding of the

Early Childhood Education and Care in Europe
Rights and the Convention on the Rights of the Child, to receive education, and Early Childhood Education (ECE) must be considered part of that right. Education International strongly believes that early childhood education is of great value to all children and should be available to all. It provides a sound basis for learn-

Changing early childhood education by developing leaders …
Changing early childhood education, page 1 Changing early childhood education by developing leaders through reflection and research Ilana Margolin Levinsky College of Education ABSTRACT This qualitative case-study explores the ways in which an innovative M.Ed. program facilitated the development of future ECE reflective leaders. Using case

Workforce Action Plan 2016-2019 - Early Childhood Education …
The professionalism that early childhood education and care staff demonstrate each and every day ensures quality outcomes for children. The Early Childhood Education and Care Workforce Action Plan 2016–2019 will develop the capacity of Queensland’s early childhood education and care workforce and forms part of the

Collaborative Action Research in a Northern Early Childhood …
In their collaborative action research, early childhood educators working in an Aboriginal Head Start program in northern Ontario (Author) initiated Anishinaabeq cultural practices on the land and at centres in their classrooms, using ... Research. , Education, (1, Research, ...

) Early Childhood Studies - University of Leeds
focus on the early years after a long period of low levels of involvement by the state. Baldock et al (2009) highlight that a plethora of policies linked to early years emerged after 1997. The Labour government amalgamated education and day-care of young children, adopted national standards to provide a more child focussed

Research Supporting Integrated Curriculum: Evidence for using …
Research Supporting Integrated Curriculum: Evidence for using this Method of Instruction in Public School Classrooms Kevin C. Costley, Ph.D. Associate Professor of Early Childhood Education Arkansas Tech University kcostley@atu.edu Date of Publication: February 1, 2015

Training Teachers Using Action Research for Innovation in Early ...
practical field research experience. Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation. Keywords: action research; early childhood education; literacy;

Practice Principle 8: Reflective Practice - Department of Education …
reflection in early childhood education is defined by this third way of thinking where early childhood professionals critique practice in light of their own assumptions about children’s learning and development and question what beliefs and values they bring to their

Methodology and theory in a rural ECD research project: …
make sense of the often complex dynamics of early childhood education development within the specific context of rural community life. Keywords: rural early childhood development (ECD); participatory action research; community education; cultural historical and activity theory.

How to Ensure Ethicality of Action Research in the Classroom?
Keywords: Ethics, Research with children, Action research, Primary school 1. Introduction This article discusses ethical challenges in child research and is focused especially on action research conducted in schools where children are research partners. This article is based on the first author’s studies on the features of action

TEACHING LITERACY THROUGH PLAY: PERSPECTIVE FROM FILIPINO EARLY …
UNESCO‟s Education for All goals, there has been a focus on early childhood education. However, there has been little research undertaken on early childhood education in the Philippines. In light of this context, we suggest that understanding how …

Doing Your Early Years Research Project - SAGE Publications Ltd
An inclusive approach towards early childhood research 4 Your research project within early childhood studies 5 The professionalisation of early childhood studies 6 The importance of your reflective practice 7 Principles of high-quality early childhood research 13 The research process within early childhood studies 17 Everyday research skills 19

Training Teachers Using Action Research for Innovation in Early ...
Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation. Keywords: action research; early childhood education; literacy; preservice teacher education; visual arts 1.

Ethical review of action research: the challenges for researchers …
Action research has repeatedly demonstrated how it can facilitate problem solving and change in many settings through a process of collaboration which is driven by the community at the heart of the research. The ethical review of action research can be challenging for action researchers and research ethics committees.

EARLY CHILDHOOD EDUCATION REPORT
Studies in Education/University of Toronto and the Abilio — Childhood Knowledge Dissemination Centre, formerly the Centre of Excellence for Early Childhood Development, at the Université Laval and Université de Montréal. By linking research to practice and public policy, the centre seeks to improve outcomes for young children

Action Research In Early Childhood Education (2023)
Integrating Teaching, Learning, and Action Research Early Childhood Education in Germany Doing Action Research In Early Childhood Studies: A Step-By-Step Guide Doing Early Childhood Research Leadership in Early Education in Times of Change Contemporary Issues in …

Coaching for Early Childhood Educators: An insight into the ...
of-home care, early childhood education mentors were insistent that the emotional and social side of the mentoring experience was really important, as it is in coaching. One study provides evidence that mentoring can facilitate early childhood educator learning by responding to educators’ social and emotional needs.

Training Teachers Using Action Research for Innovation in Early ...
29 Nov 2022 · Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation. Keywords: action research; early childhood education; literacy; preservice teacher education; visual arts 1.

Training Teachers Using Action Research for Innovation in Early ...
Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation. Keywords: action research; early childhood education; literacy; preservice teacher education; visual arts 1.

ED 405 941 AUTHOR Connolly, Mary; Dotson, Margaret TITLE
An education action research project was conducted by the Early Childhood Education (ECE) faculty at Sinclair Community College in Dayton, Ohio, to provide quantitative and qualitative data to assist faculty in deliberation for the purpose of reviewing and revising the curriculum. Three key elements were involved in this action research

Action Research In Early Childhood Education (2023)
2 Action Research In Early Childhood Education 2023-09-17 Action Research In Early Childhood Education Downloaded from oldstore.motogp.com by guest SIMONE JIMENA EBOOK: Promoting Children's Learning from Birth to Five Taylor & Francis "It is rare for any research methodology

The Design and Validation of an Early Childhood STEM Classroom ...
The second document we referenced was the Next Generation Science Standards NGSS, Achieve, ( 2013) which is based upon the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (NRC, 2012). The NGSS influenced our work in two ways. First, it clearly identifies and describes the major ideas of K-12 science education (i.e., that …

The India Early Childhood Education Impact Study - UNICEF
is because international research demonstrates conclusively that 90% of brain growth occurs by age 5. This means that children’s environment and the inputs and support they ... India is well placed to invest in the quality of early childhood education. ... Rhymes and action songs Free play in activity corners

Teacher Research in South Korean Early Childhood Education:
Keywords: ECE (early childhood education), teacher research, ... Action research was introduced into Korean academia in the late 1980s, but most of them conducted in elementary and secondary school settings. In addition, teacher action research was translated into diverse terms, such as field study, action research, reflective action research ...

Study of Early Education and Development (SEED): Impact Study on Early ...
Research has shown that the benefits of high-quality early education exist even when it starts as young as two years of age (Sammons et al., 2002; Smith et al., 2009). In 2013 the UK Government expanded the funded early education entitlement to two-year-old children living in certain disadvantaged households in England. Specifically, from

SEED: Impact study on early education use and child outcomes …
by a consortium including the National Centre for Social Research, the University of Oxford, Action for Children and Frontier Economics. SEED aims to study children at age two, three, four, five and seven to seek information on how variation in early childhood education and care (ECEC) experience may be associated with cognitive and socio-

Early Childhood Education Teachers’ Professional Development
The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed. ei julk early_childhood_education_teachers_2019.docx . Restricted ... Teachers of early childhood education (ECE) have to address many cultural, educational and social challenges (Urban 2008). When the nature of ...

Upskilling in early childhood education - The Front Project
existing research on the value of early childhood education and challenges associated with upskilling. It is important to note that while there is vast literature on the early childhood workforce as it relates to learner outcomes and work conditions, there is limited evidence on upskilling as a specific pathway or career opportunity.

The Challenge of Implementing Small Group Work in Early Childhood Education
The action research indicated that the effective implementation of SGW necessitates planning, observation, and documentation of both the interactions in groups as well as classroom ... Early Childhood Education, P.O. Box 48130, Tel Aviv, Israel 61481 Email: clodietal@gmail.com .

MINISTRY OF EDUCATION - ECE Accelerator
The Six Action Areas of the Early Childhood Education Policy and Strategic Framework 11 Area One: Background to Planning and Management 11 ... SPED Special Education Division SRIM Statistics, Research and Information Management STG Sustainable Development Goal TEI Teacher Education Institution TLMs Teaching and Learning Materials

Early childhood education and care: An evidence based review …
RESTACKING THE ODDS EARLY CHILDHOOD EDUCATION AND CARE 3 Early childhood education and care (ECEC) is defined as any arrangement providing education and care for children aged 0 to the first year of formal schooling regardless of the setting, funding, opening hours, or program content [1]. In Australia

Listening to young children: meaningful participation in early ...
Research briefing 88 l June 2017 ISSN 2058-5039 For a full list of research briefings visit our website www.crfr.ac.uk This briefing reports on research that looked at how listening to children was put into practice in one early childhood setting. It provides questions to help early years practitioners reflect on and deepen their

Getting it right in the Early Years Foundation Stage ... - Early Education
Part Three: Reflections and Action Points 51 4. Reflections on Overarching Review Questions 51 5. Action Points 54 ... British Early Childhood Education Research Association (BECERA) British Education Research Association (BERA) 5 Acknowledgements

Action Research to Address the Transition from Kindergarten to
We were two early childhood teachers among a teaching staff of five (two males and three females) in a private kindergarten that we owned and operated. One of us had 8 years of experience as a Montessori early childhood teacher. The other had worked as an early childhood educator for 4 years. The kindergarten had an

Qualitative Research in Early Childhood Education and Care …
Qualitative Research and . Early Childhood Education and Care . of research questions. Much quanti- ... Strategies and action focused on ethnic minority children, such as

EARLY CHILDHOOD EDUCATION IN INDIA: A POSSIBLE …
The human capital perspective on early childhood offers useful theoretical parameters for exploring the economic justification for investment in early childhood education. Human Capital Theory (HCT) posits that early investments in education boost overall educational attainment (Heckman, 2011), and that

Early Childhood Educators’ Professional Learning for …
71 Educational Research for Social Change, Vol. 12 No. 1 April 2023 In this context, I specifically examine professional learning for sustainability with early

Early Childhood Education and Care
POSTNOTE 649 August 2021 Early Childhood Education and Care Page 2 Box 1: Government-funded ECEC in England The Department for Education fund three entitlements.8 Universal Entitlement. Since 2010, it provides 15 hours per week (38 weeks a year) to all 3- and 4-year olds. In January 2020, take-up was 93%, unchanged from 2019.6

Integrating Early Childhood Care and Education in Sri Lanka
5.1 Progress to date and recommendations for further action 63 A.1 Summary of early childhood care and education in Brazil 69 A.2 Summary of early childhood care and education in Finland 72 A.3 Summary of early childhood care and education in Ireland 75 A.4 Summary of early childhood care and education in Japan 77

Language intervention research in early childhood care and education…
Early Childhood Research Quarterly 50 (2020) 68–85 Contents lists available at ScienceDirect Early Childhood Research Quarterly Language intervention research in early childhood care and education: A systematic survey of the literature Dale Walkera,∗, Samantha J. Sepulvedaa, Erika Hoffb, Meredith L. Rowec, Ilene

Code of Ethics - Early Education
Early Education supports families and early childhood practitioners across all early childhood education settings in order to deliver effective learning and care that is underpinned with a robust understanding of the development of young children. We believe effective early childhood education requires: u a relevant curriculum and practitioners who

The Wiley Handbook of Action Research in Education
The Wiley Handbook of Early Childhood Care and Education Christopher Brown (Editor), Mary Benson McMullen (Editor), and Nancy File (Editor) ... 4 US Perspectiv es on Action Research in Education 75 Andrea C. Burrows 5 Worldwide Perspec tives on Action Research in Education 97 Ernest (Ernie) Stringer, Bob Dick, and Jack Whitehead ...

Early Childhood Education and Care
the desired impact through strategic action. Additionally, this policy framework, based on the European Commission’s Recommendation on ... Research shows that investing in the early years is one of the most cost-effective interventions a ... Early Childhood Education and Care National Policy Framework for Malta and Gozo 5

A research paper to inform the development of an Early Years …
New views on the young brain: offerings from development psychology to early childhood education. Contemporary Issues in Early Childhood, 1(1), 23-35. 3 Laevers, F. (2005). Deep-level-learning and experiential approach in early childhood and primary education. Research Centre for Early Childhood and Primary Educatio Katholeike Universiteit: Leuven

Understanding inclusion in early childhood care and education: …
Keywords: inclusion; participatory action learning and action research; early childhood care and education, micro-exclusion, critical pedagogy. Understanding inclusion in early childhood care and ...

Training Teachers Using Action Research for Innovation in Early ...
Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation. Keywords: action research; early childhood education; literacy; preservice teacher education; visual arts 1.

Australian Research in Early Childhood Education and Care: …
Garvis et al.: Australian Research in Early Childhood Education and Care 293 grounding for deciding what kinds of knowledge are possible.” In this case, we draw upon a meta-ethnographic analysis. All three authors believe that knowledge is con-