Oppositional Defiant Disorder is a behavioural disorder that results in negative and hostile behaviour from a child.
This article explains:
The signs or what to look for when identifying Oppositional Defiant DisorderWays to help a child with the disorder
The disorder is becoming more common and boys are thought to be more likely to be
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FULL REFERENCE: Probine, S. (2024). Colouring outside the lines: Re-exploring the teacher’s role in visual arts learning in early childhood. NZ International Research in Early Childhood Education Journal, 26, pp. 14 -29.
ABSTRACT: Teachers can be powerful influences on how young children experience the visual arts. It is often teachers who make choices about when, where, and how children will experience the visual arts in early childhood education. This paper explores an interpretivist, qualitative research project that examined the visual arts experiences of young children (aged 3-4) at three early childhood settings in Auckland, New Zealand. This paper focuses on the experiences and visual arts pedagogies of the teachers who participated in this study. In response to the literature, which suggests that many early childhood teachers continue to experience uncertainty around their roles as teachers of the arts, settings where the visual arts were deeply valued within the curriculum, were purposively selected. The rationale for selecting settings that valued this domain was to determine what factors and choices had enabled these settings to develop a rich visual arts curriculum for children. The study aimed to discover what influences had shaped teachers’ visual arts pedagogies, and how this impacted young children’s learning through the visual arts. The research found that when teachers nurture their own visual arts knowledge and confidence, both personally and professionally, they are equipped to engage authentically with children’s visual arts making and make intentional and creative choices about visual arts curriculum and pedagogy.
KEY WORDS: Visual arts pedagogy, early childhood education, co-construction, co-artists.
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INTRODUCTION
The visual arts support young children in exploring, theorizing, communicating, and reflecting on their experiences of the world (Brooks, 2017; Richards & Terreni, 2023). Formative visual arts experiences shape children’s identities as learners and creators. Early childhood teachers play a pivotal role in initiating children into the visual arts and fostering positive self-images as art-makers and creative thinkers (Denee et al., 2023). However, confusion persists about what constitutes appropriate visual arts curriculum and pedagogy (Denee, 2022; Lindsay, 2017; 2021). Some teachers hesitate to ‘intervene’ in children’s creative processes, while others overly control activities, which can result in identical artworks (Lindsay, 2017). There are also teachers, informed by sociocultural theories and the associated pedagogies, who have found a place in between these positions. These teachers actively plan for and engage in children’s art making, recognising the importance of ensuring children’s ideas and interpretations remain at the forefront. Developing such practices, however, can be challenging if teachers have had little prior experience in the visual arts or recall negative visual arts encounters from their own educational histories (Denee et al., 2023; Lindsay, 2017).
Research on preschool teachers’ and parents’ views on how to best prepare children for school.
FULL REFERENCE: Costales, G.S. and Anderson, R. (2018). Preschool teachers’ and parents’ perspectives on primary school preparation in Singapore. NZ International Research in Early Childhood Education Journal, 21(1), 88 – 99.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: The study undertaken in Singapore sought to understand preschool teachers’ and parents’ views on school readiness with regard to primary 1 preparation to provide a common understanding on how to best prepare children for primary school. Nine preschool teachers and nineteen preschool parents completed a questionnaire and, of this group, four parents and four preschool teachers were also interviewed to gain a deeper understanding of their perspectives. The study revealed that domains of Social and Emotional Development and Aesthetics and Creative Expression were rated by the participants as the most and least important aspects of development respectively in preparing children for primary school. It is recommended that children’s transition to school reflects current research that supports the continuity between preschool and primary school with all stakeholders, parents, teachers and the community, involved.
Key words: Transition to school, primary school preparation, school readiness, school readiness perspectives.
INTRODUCTION
Providing children with a positive transition experience from preschool to primary school confers short-term and long-term advantages (Petrescu, 2012; Serry, Imms, Froude, Joffe, Heine, & Merrigan, 2014; Yeboah, 2002) and significantly affects their academic and social performance (Chan, 2010; Dockett & Perry, 2009; Yeboah, 2002; Yeo & Clarke, 2006). School transition has been the focus of numerous research studies and educational policies worldwide (Vrinioti, Einarsdottir & Brostrom, 2010); however, limited research had been conducted on this issue in Singapore.
Nonetheless, emphasis on school transitions is intensely magnified in Singapore, where academic meritocracy is revered as the basis of the country’s growth and development, rewarding the best students on the basis of their ability, performance and achievement (Yeo & Clarke, 2005). The concern is that parents and educators often seem to have differing beliefs on how best to prepare children for their transition to formal schooling (Ang, 2012; Graue, 2006). While preschool teachers urge a holistic approach to preparing children, parents often prefer an academic curriculum in preparing for primary 1 (Ang, 2012). Inasmuch as the community’s belief system inherently determines who is ready for school and how children become ready (Graue, 2006), it is imperative for parents and teachers to concur on a definition of readiness that is most appropriate for their social-cultural context to furnish better support for children’s transition to formal schooling (Noel, 2010). Therefore, based on its findings, this study offers a common understanding from one community of parents and teachers in Serangoon, Singapore, on how preschool children might best be prepared for primary school by identifying parents’ and teachers’ perspectives on readiness and what they deem as important for primary school preparation.
Quality early childhood education: what exactly does it mean? There are key indicators but its also a practice, a profession, and an experience. Here’s what high-quality ECE is and why high‑quality ECE matters for children and families.
Political party promises 2014. The county’s political parties have mostly finalised their policies on which they will compete for votes. Early childhood education has not
This article offers many appropriate activity ideas for celebrating the Chinese New Year with children, parents, grandparents, and teachers in early childhood education settings.
It also explains the legend of the beast Nian, who threatened crops, describes traditional family customs for Chinese New Year, and outlines how contemporary festivals are celebrated today.
February 7, 2017. After all the effort and money spent towards getting 98% participation in early childhood education by 2016, the target has been missed.
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