The Enculturation Process in Early Childhood Education and Care: A Mixed Methods Study
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| Title: | The Enculturation Process in Early Childhood Education and Care: A Mixed Methods Study |
|---|---|
| Language: | English |
| Authors: | Olalla Juaristi (ORCID |
| Source: | European Early Childhood Education Research Journal. 2024 32(4):658-671. |
| 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: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Teachers, Early Childhood Education, Acculturation, Student Adjustment, Foreign Countries, Teacher Attitudes, Values, Scheduling, Role Models, Teacher Influence, Knowledge Level |
| Geographic Terms: | Spain |
| DOI: | 10.1080/1350293X.2023.2268879 |
| ISSN: | 1350-293X 1752-1807 |
| Abstract: | The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (M[subscript age]= 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (M[subscript age] = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers' beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431233 |
| Database: | ERIC |
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| Abstract: | The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (M[subscript age]= 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (M[subscript age] = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers' beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers. |
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| ISSN: | 1350-293X 1752-1807 |
| DOI: | 10.1080/1350293X.2023.2268879 |
