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

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Title: Contemporary Perspectives of the Child 'in Action': An Investigation into Children's Connectedness with, and Contribution to, the World around Them
Language: English
Authors: Robinson, Christine (ORCID 0000-0002-8938-2994), O'Connor, Dee, Wildy, Helen, Neylon, Gerardine
Source: Education 3-13. 2019 47(3):366-376.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: World Views, Early Childhood Education, Empowerment, Foreign Countries, Outcomes of Education, Child Care Centers, Toddlers, Vignettes, Childrens Rights, Childhood Attitudes
Geographic Terms: Australia
DOI: 10.1080/03004279.2018.1457704
ISSN: 0300-4279
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.
Abstractor: As Provided
Number of References: 33
Entry Date: 2019
Accession Number: EJ1204193
Database: ERIC
FullText Text:
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  Data: Contemporary Perspectives of the Child 'in Action': An Investigation into Children's Connectedness with, and Contribution to, the World around Them
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  Data: <searchLink fieldCode="AR" term="%22Robinson%2C+Christine%22">Robinson, Christine</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8938-2994">0000-0002-8938-2994</externalLink>)<br /><searchLink fieldCode="AR" term="%22O'Connor%2C+Dee%22">O'Connor, Dee</searchLink><br /><searchLink fieldCode="AR" term="%22Wildy%2C+Helen%22">Wildy, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22Neylon%2C+Gerardine%22">Neylon, Gerardine</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+3-13%22"><i>Education 3-13</i></searchLink>. 2019 47(3):366-376.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 11
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22World+Views%22">World Views</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Empowerment%22">Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Childhood+Attitudes%22">Childhood Attitudes</searchLink>
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  Data: 10.1080/03004279.2018.1457704
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  Data: 0300-4279
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2019
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      – Text: English
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      – SubjectFull: World Views
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Empowerment
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Child Care Centers
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      – SubjectFull: Toddlers
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      – SubjectFull: Vignettes
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      – SubjectFull: Childrens Rights
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      – SubjectFull: Childhood Attitudes
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      – SubjectFull: Australia
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