# bib

id: jcs-16300
author: Berger, Iris
title: From the Publications Chair
date: 2016-12-22
pages: 1
extension: .pdf
mime: application/pdf
words: 233
sentence: 9
flesch: 50
cache: cache/jcs-16300.pdf
txt: txt/jcs-16300.txt
summary:
  Ailie Cleghorn (Concordia University, Montreal, Quebec), Sue Fraser (Author/ Consultant, West Vancouver, BC), Martha Gabriel (University of Prince Edward Island, Charlottetown, PEI), and Sherry Rose (University of New Brunswick, Fredericton, NB) have been involved with the Journal of Childhood Studies for many years, their contributions will be missed. We would especially like to express our gratitude to a number of editorial board members who will be leaving the journal at the end of this year.


id: jcs-15453
author: Kelly, Mary
title: If You Give a Bird a Binary
date: 2016-02-17
pages: 1
extension: .pdf
mime: application/pdf
words: 375
sentence: 23
flesch: 65
cache: cache/jcs-15453.pdf
txt: txt/jcs-15453.txt
summary:
  38 No. 2 For the past two years a group of early childhood educators who work for the University of Victoria Child Care Services have voluntarily participated in a course facilitated by two pedagogistas. What phenomenon is occurring When you question what to do? Mary Kelly graduated in 1981 with a certificate in early childhood education from Camosun College, Victoria, British Columbia.


id: jcs-15444
author: Kocher, Laurie; Pacini-Ketchabaw, Veronica
title: From the Editors' Desk
date: 2016-02-17
pages: 1
extension: .pdf
mime: application/pdf
words: 549
sentence: 29
flesch: 58
cache: cache/jcs-15444.pdf
txt: txt/jcs-15444.txt
summary:
  As the annual rhythm moves us into a new cycle of teaching and learning, we challenge all of us to consider our work and our relationships with children and families worthy of reverence. Munroe and MacLellan-Mansell build on the growing interest in outdoor play experiences, with particular emphasis on children of First Nations communities.


id: jcs-15455
author: di Tomasso, Lara
date: 2016-02-17
pages: 2
extension: .pdf
mime: application/pdf
words: 1388
sentence: 64
flesch: 43
cache: cache/jcs-15455.pdf
txt: txt/jcs-15455.txt
title:
  Stand Together or Fall Apart: Professionals Working With Immigrant Families by Judith K. Bernard Reviewed by

summary:
  It offers professionals working with migrant families alternative frameworks and examples of programs that can assist in “shifting the focus” (Bernhard, 2012, p. 72) toward approaches that foreground the strengths, resilience, and knowledge of newcomer families. In Chapter 7, Bernhard advocates for shifting the focus to one that seeks out and works with potential and present strengths of newcomer families.


id: jcs-16549
author: Pence, Alan
title: Baby PISA: Dangers that can Arise when Foundations Shift
date: 2016-12-22
pages: 5
extension: .pdf
mime: application/pdf
words: 1527
sentence: 50
flesch: 42
cache: cache/jcs-16549.pdf
txt: txt/jcs-16549.txt
summary:
  41 No. 3 55 JOURNAL OF CHILDHOOD STUDIES OPINION PIECE OECD initiative: appropriateness of a PISA inspired international test for 5 year olds, subsequently morphed into a second set: OECD’s failure to engage with concerns raised by Moss et al. (the nine colleagues). A contact with the journal Contemporary Issues in Early Childhood (CIEC), led to the August 2016 publication of, ‘The OECD’s International Early Learning Study: Opening for debate and contestation’ (Moss, Dahlberg, Greishaber, Mantovani, May, Pence, Rayna, Swadener, & Vandenbroeck).


id: jcs-15440
author: Rowan, Mary Caroline
date: 2013-04-03
pages: 2
extension: .pdf
mime: application/pdf
words: 1435
sentence: 69
flesch: 47
cache: cache/jcs-15440.pdf
txt: txt/jcs-15440.txt
title:
  Getting It Wrong From the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget by Kieran Egan Reviewed by

summary:
  Getting It Wrong From the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget By: Kieran Egan Reviewed by Mary Caroline Rowan In Getting It Wrong From the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget, Egan (2002) examines the theoretical backbone of our current educational theories and, in the process, exposes troubled foundations. In this concise and immensely readable volume (204 pages), Egan fastidiously links Herbert Spencer’s 19th-century educational principles with two of the most influential contributors to ongoing educational practice, John Dewey and Jean Piaget.


id: jcs-15457
author: Chang-Kredl, Sandra
date: 2016-02-17
pages: 3
extension: .pdf
mime: application/pdf
words: 2118
sentence: 78
flesch: 29
cache: cache/jcs-15457.pdf
txt: txt/jcs-15457.txt
title:
  Re-situating Canadian Early Childhood Education by Veronica Pacini-Ketchabaw and Larry Prochner (eds.) Reviewed by

summary:
  By: Veronica Pacini-Ketchabaw and Larry Prochner Reviewed by: Sandra Chang-Kredl Re-situating Canadian Early Childhood Education (2013), edited by Veronica Pacini-Ketchabaw (professor in the School of Child and Youth Care and coordinator of the Early Years Specialization at the University of Victoria) and Larry Prochner (professor of early childhood education and chair of the Department of Elementary Education at the University of Alberta) is part of a series called Rethinking Childhood (Gaile S. Cannella, general editor). The two opening chapters set the tone and purpose for this volume by presenting a forceful overview of the reconceptualist movement in early childhood education.


id: jcs-15450
author: Board, Alison
date: 2016-02-17
pages: 4
extension: .pdf
mime: application/pdf
words: 2569
sentence: 146
flesch: 65
cache: cache/jcs-15450.pdf
txt: txt/jcs-15450.txt
title:
  Student Engagement and Success Using an Inquiry Approach and Integrated Curriculum in Primary Education

summary:
  Students in grade 2 were surprised to see an art studio and blocks in the classroom, but they were quick to utilize the materials during extended inquiry time where the students could explore ways of representing their learning. Student representation of African clothing, using scissors and fabric.


id: jcs-15698
author: Stewart, Amanda
title: Book Review: Elizabeth Coffman’s Dramatic Play in the Early Years
date: 2016-05-05
pages: 3
extension: .pdf
mime: application/pdf
words: 2249
sentence: 100
flesch: 53
cache: cache/jcs-15698.pdf
txt: txt/jcs-15698.txt
summary:
  In Dramatic Play in the Early Years (Routledge, 2015), Elizabeth Coffman provides a step-by-step guide for teachers on how to engage with children in co-constructing dramatic play experiences. Filled with step-by-step instructions, detailed examples of dramatic play experiences, and strategies for teachers and students alike, this book may inspire curious beginners or reignite the enthusiasm of seasoned dramatists.


id: jcs-19894
author: van Groll, Nancy; Fraser, Heather
title: “Watch Out for Their Home!”: Disrupting Extractive Forest Pedagogies in Early Childhood Education
date: 2022-06-16
pages: 7
extension: .pdf
mime: application/pdf
words: 4000
sentence: 204
flesch: 52
cache: cache/jcs-19894.pdf
txt: txt/jcs-19894.txt
summary:
  47 No. 3 JOURNAL OF CHILDHOOD STUDIES IDEAS FROM PRACTICE offer the log narrative as an example of a messy and uncertain everyday encounter (Taylor, 2013) that illustrates the need to refigure forest relations as more than instrumentalized, neutral, or static. In doing so, we position forest relations as imperfect, always emerging, and situated, and hold space for multiple ways of being, understanding, and knowing the land.


id: jcs-15246
author: Vintimilla, Cristina
title: Neoliberal Fun and Happiness in Early Childhood Education
date: 2014-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4272
sentence: 206
flesch: 50
cache: cache/jcs-15246.pdf
txt: txt/jcs-15246.txt
summary:
  Canadian Children JOURNAL OF THE CANADIAN ASSOCIATION FOR YOUNG CHILDREN Volume 39 Number 1 2014 www.cayc.ca 85 that remains in early childhood education in many societies, including North America. Over the years I have noticed that a consistently high proportion of students answer with some version of “because we want to have fun experiences with children” or “because being with children is fun.”


id: jcs-16100
author: Atkinson, Kim
title: A Touch of Paint: Transgressing Unspoken Boundaries
date: 2016-08-23
pages: 6
extension: .pdf
mime: application/pdf
words: 4369
sentence: 216
flesch: 56
cache: cache/jcs-16100.pdf
txt: txt/jcs-16100.txt
summary:
  By engaging with an ethic of resistance, acknowledging the relationality of early childhood practice and the entanglements of human and nonhuman forces, the author seeks to transgress fixed identities and be open to otherness in an ongoing process of becoming. Investigating learning, participation, and becoming in early childhood practices with a relational-materialist approach.


id: jcs-16301
author: for Young Children, The Canadian Association
title: Friends of Children Award - Jim Grieve
date: 2016-12-22
pages: 1
extension: .pdf
mime: application/pdf
words: 540
sentence: 25
flesch: 56
cache: cache/jcs-16301.pdf
txt: txt/jcs-16301.txt
summary:
  Since 2010, Jim has co-chaired a working group on early learning and development for the Council of Ministers of Education Canada and is a member of the OECD Network on Early Childhood Education and Care. 41 No. 3 JOURNAL OF CHILDHOOD STUDIES Jim Grieve was the Assistant Deputy Minister of the Early Years Division (EYD) for the Ontario Ministry of Education (MOE) from 2009 - 2015.


id: jcs-15454
author: Brandon, Shelley; Coughlin, Anne Marie
title: This Log: A Poem
date: 2016-02-17
pages: 2
extension: .pdf
mime: application/pdf
words: 1055
sentence: 65
flesch: 75
cache: cache/jcs-15454.pdf
txt: txt/jcs-15454.txt
summary:
  Her idea was to study how toddlers engaged in an outdoor space that housed nothing but grass, stones, logs, leaves and other items that would naturally be found there. We watch and we wait as this seemingly uninspiring log ignites a transformation.


id: jcs-16305
author: Caplan, Rachel; Loomis, Colleen; Di Santo, Aurelia
date: 2016-12-22
pages: 9
extension: .pdf
mime: application/pdf
words: 5398
sentence: 281
flesch: 47
cache: cache/jcs-16305.pdf
txt: txt/jcs-16305.txt
title:
  A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

summary:
  One partial explanation is that adults have chosen to prioritize child protection rights over child autonomy rights. For this conceptualization to be actualized, having a shared understanding of the compatibility between child rights and community-based values is necessary.


id: jcs-16718
author: Terreni, Lisa
title: Visual Arts Education for Young Children In Aotearoa New Zealand
date: 2017-02-21
pages: 10
extension: .pdf
mime: application/pdf
words: 5677
sentence: 321
flesch: 53
cache: cache/jcs-16718.pdf
txt: txt/jcs-16718.txt
summary:
  A brief historical overview of early childhood visual arts education in New Zealand is presented to create a historical context for showing how paradigmatic changes have occurred in relation to visual art pedagogy and practice over the past hundred years. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse.


id: jcs-16714
author: Kind, Sylvia
title: Introduction: The Visual Arts in Early Childhood Education
date: 2017-02-21
pages: 1
extension: .pdf
mime: application/pdf
words: 506
sentence: 22
flesch: 42
cache: cache/jcs-16714.pdf
txt: txt/jcs-16714.txt
summary:
  Art as a social project also considers the generative encounters between contemporary art and pedagogy. Each looks for avenues to enable emergence, build intensity, provoke sustained attention to particular ideas, and engage in prolonged investigations while using visual arts as provocation and process of inquiry.


id: jcs-15446
author: Dietze, Beverlie
date: 2016-02-17
pages: 7
extension: .pdf
mime: application/pdf
words: 6126
sentence: 327
flesch: 49
cache: cache/jcs-15446.pdf
txt: txt/jcs-15446.txt
title:
  How Accessible and Usable Are Our Neighbourhood Playgrounds for Children Who Have Mobility Restrictions or Use Mobility Devices?

summary:
  Adjusting the current accessibility and usability designs of neighbourhood playgrounds becomes increasingly important in our quest to increase children’s physical activity levels, promote play, and model inclusive practices for all members of society. We may have visions of neighbourhood playgrounds that attract children and families, or we may picture underutilized spaces where few children gather.


id: jcs-15452
author: Vojnovic, Ana
title: Place
date: 2016-02-17
pages: 1
extension: .pdf
mime: application/pdf
words: 215
sentence: 12
flesch: 71
cache: cache/jcs-15452.pdf
txt: txt/jcs-15452.txt
summary:
  We Are Places The place in which we begin The place in which we question Is the Place in which we stand and discover ourselves. So we don’t merely belong to a place But we are places themselves.


id: jcs-16094
author: Berger, Iris
title: Journal Name Change - CAYC Journal of Childhood Studies
date: 2016-08-23
pages: 1
extension: .pdf
mime: application/pdf
words: 300
sentence: 12
flesch: 49
cache: cache/jcs-16094.pdf
txt: txt/jcs-16094.txt
summary:
  This change also responds to, and opens up, questions about identities and belonging in light of the transient nature of contemporary childhoods, and the necessity to actively respond to histories, present and future, of Indigenous childhoods. In its new format, local and international early childhood practitioners, students, and researchers can access the journal on a regular to basis learn about and respond to alternative approaches and conceptualizations of childhood and its related practices.


id: jcs-15456
author: Petrescu, Maria Claudia
date: 2016-02-17
pages: 2
extension: .pdf
mime: application/pdf
words: 1444
sentence: 51
flesch: 46
cache: cache/jcs-15456.pdf
txt: txt/jcs-15456.txt
title:
  Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children by Roma Chumak-Horbatsch Reviewed by

summary:
  Part 1 contains four chapters; in the first three, the author answers questions related to (1) the presence and the linguistic situation of immigrant children globally and in Canada, (2) current classroom practices with young immigrant children, and (3) why we need a new approach in how we help immigrant children. The book offers practical solutions to the challenges encountered by educators in childcare centres and primary schools where immigrant children do not speak the classroom language.


id: jcs-15208
author: Khattar, Randa; Callaghan, Karyn
title: Professionalism: Interrogating the Idea and Ideals
date: 2016-02-12
pages: 17
extension: .pdf
mime: application/pdf
words: 6408
sentence: 332
flesch: 45
cache: cache/jcs-15208.pdf
txt: txt/jcs-15208.txt
summary:
  Competing enactments of professionalism are evident in the values, knowledge, and practices of early childhood educators. There are benefits from the standpoint of public perception, yet there is a simultaneous playing into the inclination or expectation to position early childhood educators and their field within conformist perspectives ruled by a regulatory gaze (Foucault, 1978; Osgood, 2006).


id: jcs-16095
author: Cantalini-Williams, Maria; Perron, Jessica; Biemiller, Andrew
date: 2016-08-23
pages: 9
extension: .pdf
mime: application/pdf
words: 6519
sentence: 344
flesch: 50
cache: cache/jcs-16095.pdf
txt: txt/jcs-16095.txt
title:
  Revisiting the Age-Old Question: What Are the Effects of Relative Age and Gender on Young Children in School Settings?

summary:
  Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness. Son, Lee, and Sung (2013) conducted a large study to examine the relationship between the behavioural regulation of preschoolers, gender, and school readiness skills.


id: jcs-15441
author: Berger, Iris
title: Early Childhood Education in Canada: Are We in Motion or Are We Stepping Forward?
date: 2013-04-03
pages: 2
extension: .pdf
mime: application/pdf
words: 1574
sentence: 57
flesch: 48
cache: cache/jcs-15441.pdf
txt: txt/jcs-15441.txt
summary:
  For a while I could not think of what in our present day might be characterized as political movements in ECE—the kinds of movements that will be remembered and documented in the ECE history books about our era. Olsson (2009, p. 5) A History of Movements Last summer I taught a course about the history of early childhood education.


id: jcs-15458
author: Berger, Iris
title: Who Are You (As An Early Childhood Educator)?
date: 2016-02-17
pages: 2
extension: .pdf
mime: application/pdf
words: 1557
sentence: 85
flesch: 48
cache: cache/jcs-15458.pdf
txt: txt/jcs-15458.txt
summary:
  Yet, within the current political landscape, where new policy demands are placed on both the ECE field and early childhood educators, responding to—or at least beginning to address this question—has become pertinent. Early childhood educators can embrace the notion of nurturance and care while questioning and critiquing knowledge and practices, challenging authority, and upholding the idea that there is room for uncertainty and spontaneity because there are (always) multiple ways of being a teacher of young children.


id: jcs-16098
author: Doan, Laura K
date: 2016-08-23
pages: 12
extension: .pdf
mime: application/pdf
words: 8058
sentence: 419
flesch: 51
cache: cache/jcs-16098.pdf
txt: txt/jcs-16098.txt
title:
  The Early Years: Beginning Early Childhood Educators’ Induction Experiences and Needs in British Columbia

summary:
  Thirty-two percent of beginning early childhood educators reported receiving no visit for evaluation, and 22% reported receiving little in this area. Context Qualifications Qualifications of early childhood educators vary widely internationally, nationally, and provincially, with educators receiving a certificate, diploma, or degree in early childhood education.


id: jcs-16101
author: for Young Children, The Canadian Association
title: A Close Encounter with the Wonder of Learning [Professional Learning Event and AGM]
date: 2016-08-23
pages: 1
extension: .pdf
mime: application/pdf
words: 202
sentence: 10
flesch: 43
cache: cache/jcs-16101.pdf
txt: txt/jcs-16101.txt
summary:
  *Member benefits include two issues of Canadian Children Journal, provincial newsletters featuring information about regional news, resources and CAYC activities and favorable registration rates for CAYC conferences. Session: 9 a.m.-12 p.m. followed by CAYC Annual General Meeting For tickets


id: jcs-15448
author: Munroe, Elizabeth; MacLellan-Mansell, Alanna
date: 2016-02-17
pages: 9
extension: .pdf
mime: application/pdf
words: 7712
sentence: 406
flesch: 53
cache: cache/jcs-15448.pdf
txt: txt/jcs-15448.txt
title:
  Outdoor Play Experiences for Young First Nation Children in Nova Scotia: Examining the Barriers and Considering Some Solutions

summary:
  For instance, outdoor spaces that provide a variety of play options, such as imaginative/dramatic play, building, digging, running, jumping, swinging, and climbing, offer children the opportunity to develop both physically and socially and to enhance their reasoning and observation skills (Clements, 2004; Handler & Epstein, 2010; Nature Action Collaborative for Children, n.d.; Stephenson, 2003). Play in nature offers varying degrees of risk or challenge, thereby giving children the opportunity to determine their physical or social limits and to choose whether to challenge themselves further (Almon, 2009; Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, 2012; Handler & Epstein, 2010; Miller, 2007; Nature Action Collaborative for Children, n.d.).


id: jcs-15461
author: Coe, Heather
date: 2016-05-05
pages: 11
extension: .pdf
mime: application/pdf
words: 7873
sentence: 433
flesch: 54
cache: cache/jcs-15461.pdf
txt: txt/jcs-15461.txt
title:
  From Excuses to Encouragements: Confronting and Overcoming the Barriers to Early Childhood Outdoor Learning in Canadian Schools

summary:
  While forest and nature- based programs provide an ideal educational setting for children to connect and interact with the natural world, they are not always easily accessible or practical for a majority of young Canadians. In addition, many educators and parents may feel uncomfortable with the idea of outdoor learning, possibly fearing that children may not be safe or that teachers will not be able the address the curriculum in a suitable manner (Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, 2012; Munroe & MacLellan-Mansell, 2013; Nelson, 2012).


id: jcs-15214
author: Baldacchino, Anna; Doiron, Ray; Gabriel, Martha; O'Keefe, Alaina Roach; McKenna, Jessica
date: 2016-02-12
pages: 20
extension: .pdf
mime: application/pdf
words: 8032
sentence: 416
flesch: 55
cache: cache/jcs-15214.pdf
txt: txt/jcs-15214.txt
title:
  From Child-Minders to Professionals: Insights From an Action Research Project on Prince Edward Island

summary:
  Choice and quality in action research practice. The findings of this phase are discussed, with particular emphasis on how action research impacted early childhood educators’ (ECEs) practices both personally and professionally, and how ECEs went through the stages of learning during their action research journey.


id: jcs-15437
author: Hope-Southcott, Laura
title: The Use of Play and Inquiry in a Kindergarten Drama Centre: A Teacher’s Critical Reflection
date: 2013-04-03
pages: 8
extension: .pdf
mime: application/pdf
words: 7626
sentence: 393
flesch: 62
cache: cache/jcs-15437.pdf
txt: txt/jcs-15437.txt
summary:
  Wien (2008) writes: “When young children are not used to making choices, I suspect the teacher needs to make explicit the potential in their choices and the successful outcomes that result from them” (p. 119), helping children set their own agenda and learning goals. Canadian Children Child Study SPrinG / PrinteMPS 2013 39 Vol. 38 No. 1 The kindergarten drama centre is a place where children recreate familiar play scenarios, explore new ideas and feelings, and engage deeply in learning (Schwartz & Copeland, 2010).


id: jcs-15210
author: Tukonic, Stephanie; Harwood, Debra
title: The Glass Ceiling Effect: Mediating Influences on Early Years Educators' Sense of Professionalism
date: 2016-02-12
pages: 21
extension: .pdf
mime: application/pdf
words: 7860
sentence: 365
flesch: 39
cache: cache/jcs-15210.pdf
txt: txt/jcs-15210.txt
summary:
  Educator We categorized participants’ discussions of the lack of professional development opportunities and the negative views of administrators, teachers, and staff as internal perceptions that devalue early years educators. The participating educators also identified perceptions of parents and the general public regarding the value of early years educators as an obstacle to professionalism and constructing a professional identity.


id: jcs-19741
author: Mukherjee, Utsa
title: Caring, Relating, and Becoming: Child-Horse Relationships in Equestrian Leisure
date: 2020-07-14
pages: 13
extension: .pdf
mime: application/pdf
words: 8413
sentence: 443
flesch: 56
cache: cache/jcs-19741.pdf
txt: txt/jcs-19741.txt
summary:
  Drawn from a wider project on British Indian children’s everyday leisure, this article presents a case study of a child engaged in horse riding as a structured leisure activity. Key words: child-horse relations; horse riding; equestrian leisure; care work; generational order JULY 2020 86 Vol. 45


id: jcs-15695
author: Asselin, Marlene; Doiron, Ray
title: Ethical Issues Facing Researchers Working with Children in International Contexts
date: 2016-05-05
pages: 12
extension: .pdf
mime: application/pdf
words: 8617
sentence: 444
flesch: 44
cache: cache/jcs-15695.pdf
txt: txt/jcs-15695.txt
summary:
  At the interface of development studies and child research: Rethinking the participating child. Child research in Africa.


id: jcs-15434
date: 2013-04-03
pages: 10
extension: .pdf
mime: application/pdf
words: 8737
sentence: 466
flesch: 56
cache: cache/jcs-15434.pdf
txt: txt/jcs-15434.txt
author:
  Cleovoulou, Yiola; McCollam, Heather; Ellis, Erica; Commeford, Lauren; Moore, Isabelle; Chern, Annie; Pelletier, Janette

title:
  Using Photographic Picture Books to Better Understand Young Children’s Ideas of Belonging: A Study of Early Literacy Strategies and Social Inclusion

summary:
  No. 1 children discussing salient features, and the reasons behind the prejudices and social choices children make based on their interpretations of these features. The report included quantitative measures of children’s language and literacy learning related to social inclusion terms and general comprehension.


id: jcs-19744
author: Sampson, Matthew; McLean, Christine
title: Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum
date: 2021-03-04
pages: 17
extension: .pdf
mime: application/pdf
words: 9633
sentence: 482
flesch: 59
cache: cache/jcs-19744.pdf
txt: txt/jcs-19744.txt
summary:
  I felt the need to deal with it before it became an issue with other children, parents, and the director. She felt that she had missed the opportunity to understand more, not only about Sam’s play but also about the play of other children, because she did not want to get in their way.


id: jcs-15436
author: Shi, Zihan
date: 2013-04-03
pages: 10
extension: .pdf
mime: application/pdf
words: 8665
sentence: 494
flesch: 47
cache: cache/jcs-15436.pdf
txt: txt/jcs-15436.txt
title:
  Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

summary:
  These studies examine the HLE of learners from many different ethnic backgrounds and demonstrate that a HLE shapes the development of English language literacy (Shi, 2012). This study found that parents valued heritage language schools as a means of encouraging and helping children to feel (or be) “more Chinese” (p. 411).


id: jcs-16302
author: Heydon, Rachel; McKee, Lori; Phillips, Lynda
date: 2016-12-22
pages: 13
extension: .pdf
mime: application/pdf
words: 9573
sentence: 470
flesch: 50
cache: cache/jcs-16302.pdf
txt: txt/jcs-16302.txt
title:
  The Affordances and Constraints of Visual Methods in Early Childhood Education Research: Talking Points from the Field

summary:
  General Comment No. 7: Implementing child rights in early childhood (No. UN=CRC=GC=7). The critical readings of this literature involved asking within and across sources, as well as our own interpretations of what was taken for granted, where views converged and/or diverged, and implications for equity and social justice relative to child research participants.


id: jcs-16886
author: Wanamaker, Lynne
title: Within a Room
date: 2017-05-30
pages: 3
extension: .pdf
mime: application/pdf
words: 2391
sentence: 114
flesch: 67
cache: cache/jcs-16886.pdf
txt: txt/jcs-16886.txt
summary:
  My colleagues have disagreed with these radical ideas for early childhood education, calling them “too revolutionary.” Pedagogical narrations and leadership in early childhood education as thinking in moments of not knowing.


id: jcs-15247
author: Atkinson, Kim
date: 2014-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2139
sentence: 89
flesch: 44
cache: cache/jcs-15247.pdf
txt: txt/jcs-15247.txt
title:
  Michael Fielding and Peter Moss. Radical Education and the Common School: A Democratic Alternative. Reviewed by

summary:
  In further exploring possibilities of conceptualizing the transformation of education, the authors call for local governments to nurture small local organizations and projects that endeavour to think differently and transform education, but they stress the importance of national governments recognizing that democratic education is needed to bring about a more sustainable and flourishing society. Chapter 1 begins by describing two examples that illustrate radical education.


id: jcs-17889
author: Ricketts, Kathryn; Lewis, Patrick
title: Dialogue on Play
date: 2017-11-27
pages: 3
extension: .pdf
mime: application/pdf
words: 1467
sentence: 85
flesch: 72
cache: cache/jcs-17889.pdf
txt: txt/jcs-17889.txt
summary:
  I think this must be at the root of play. Patrick: I think Stephen is quite accurate in his characterization of play.


id: jcs-15244
author: Pacini-Ketchabaw, Veronica; di Tomasso, Lara; Nxumalo, Fikile
title: Bear-Child Stories in Late Liberal Colonialist Spaces of Childhood
date: 2014-12-30
pages: 31
extension: .pdf
mime: application/pdf
words: 11377
sentence: 614
flesch: 56
cache: cache/jcs-15244.pdf
txt: txt/jcs-15244.txt
summary:
  Bears populate every corner of the province, and are considered plentiful enough by the government to allow bear hunting licenses in the majority of the province’s regions. We story bears and bear-child entanglements as “a Harawayian figure”, as Collard (2012) calls them.


id: jcs-15212
author: Massing, Christine
date: 2016-02-12
pages: 28
extension: .pdf
mime: application/pdf
words: 11463
sentence: 655
flesch: 54
cache: cache/jcs-15212.pdf
txt: txt/jcs-15212.txt
title:
  Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

summary:
  Keywords:  authoritative  discourse,  early  childhood  education,  immigrants  and   refugees,  play,  professional  identity,  teacher  education       Canadian Children JOURNAL OF THE CANADIAN ASSOCIATION FOR YOUNG CHILDREN Volume 40 Number 1 2015 www.cayc.ca   Acknowledgements   I  am  grateful  to  my  research  participants  who  so  generously  welcomed  me  into  their   classes  and  field  placement  sites  and  shared  their  stories  and  experiences  with  me.   Students convey these myths about their professional role into their   Canadian Children JOURNAL OF THE CANADIAN ASSOCIATION FOR YOUNG CHILDREN Volume 40 Number 1 2015 www.cayc.ca   coursework or field experiences, where they either inhibit or create possibilities for professional identity construction.


id: jcs-15447
author: Doan, Laura K.
title: Mentoring: A Strategy to Support Novice Early Childhood Educators
date: 2016-02-17
pages: 4
extension: .pdf
mime: application/pdf
words: 2860
sentence: 157
flesch: 48
cache: cache/jcs-15447.pdf
txt: txt/jcs-15447.txt
summary:
  Research interests include the mentoring needs of novice early childhood educators, training needs of early childhood education mentors, and leadership in the field of early childhood education. Like first-year elementary and secondary school teachers, early childhood educators report that a mentoring model where they connect with an experienced educator would be most effective as they transition into the role of a professional early childhood educator (Brindley, Fleege, & Graves, 2000; Whitebook & Sakai, 1995).


id: jcs-16099
author: Dewhurst, Andrea
title: How to Say “Yes” to Children’s Ideas
date: 2016-08-23
pages: 5
extension: .pdf
mime: application/pdf
words: 3894
sentence: 213
flesch: 71
cache: cache/jcs-16099.pdf
txt: txt/jcs-16099.txt
summary:
  In this way, children who wanted to fly their paper airplanes had a safe area to do so without interrupting other children. Throughout her career, Andrea has been involved in numerous long-term projects with children and has shared her work with others through mentoring, writing, and presenting.


id: jcs-15445
author: Massing, Christine; Kirova, Anna; Hennig, Kelly
date: 2016-02-17
pages: 10
extension: .pdf
mime: application/pdf
words: 9376
sentence: 512
flesch: 55
cache: cache/jcs-15445.pdf
txt: txt/jcs-15445.txt
title:
  The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

summary:
  Parent involvement, cultural capital and the achievement gap among elementary school children. Connecting worlds: Using photo narrations to connect immigrant children, preschool teachers, and immigrant families.


id: jcs-15207
author: Langford, Rachel; Hewes, Jane; Hooper, Sonya; Lysack, Monica
title: From the Editors
date: 2016-02-12
pages: 6
extension: .pdf
mime: application/pdf
words: 1865
sentence: 64
flesch: 34
cache: cache/jcs-15207.pdf
txt: txt/jcs-15207.txt
summary:
  Thus postsecondary institutions, along with professional associations, have served as the foundation for ideas of ECEC professionalism in Canada and its further development. The evolution of professionalism in Canadian ECEC is directly related to how a system for ECEC is developing—or not—in Canada.


id: jcs-15438
author: Yazbeck, Sherri-Lynn
title: Movement and Clay
date: 2013-04-03
pages: 3
extension: .pdf
mime: application/pdf
words: 3074
sentence: 167
flesch: 70
cache: cache/jcs-15438.pdf
txt: txt/jcs-15438.txt
summary:
  We turned clay into paint and used brushes; we made clay balls wet and sticky. In September 2011 we decided to introduce clay into our program.


id: jcs-16882
author: Stagg Peterson, Shelley; Portier, Christine; Murray, Adam
title: The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions
date: 2017-05-30
pages: 10
extension: .pdf
mime: application/pdf
words: 5652
sentence: 273
flesch: 56
cache: cache/jcs-16882.pdf
txt: txt/jcs-16882.txt
summary:
  42 No. 1 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Table 3: Participants’ Descriptions of How They Consider Children To Be Learning in Play Activities (in Percentages) Types of Learning During Play (N = 596 phrases) 42 No. 1 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Table 5: Participants’ Descriptions of Play Activities in Which Children Engage at Home (in Percentages) Type of Play (N = 1457 descriptions)


id: jcs-17837
author: Montreuil, Marjorie; Saint-Laurent, Olivia; Carnevale, Franco A.
title: The Moral Experiences of Children Living in Poverty: A Focused Ethnography
date: 2017-09-27
pages: 9
extension: .pdf
mime: application/pdf
words: 6421
sentence: 308
flesch: 52
cache: cache/jcs-17837.pdf
txt: txt/jcs-17837.txt
summary:
  The Moral Experiences of Children Living in Poverty: A Focused Ethnography Marjorie Montreuil, Olivia Saint-Laurent, and Franco A. Carnevale Article 12 of the United Nations Convention on the Rights of the Child (1989) stipulates that children have a right to express their views in all matters that affect them, and that their views should be “given due weight.” Children attended the program in groups of 10 to 25, with three to four educators present at each session to support children, help them with their homework, or provide additional exercises related to schoolwork or learning French.


id: jcs-17891
author: Hyslop, Megan
title: Clown and Fool as Voice in Earth Activism
date: 2017-11-27
pages: 7
extension: .pdf
mime: application/pdf
words: 4363
sentence: 244
flesch: 69
cache: cache/jcs-17891.pdf
txt: txt/jcs-17891.txt
summary:
  (p. 55) affirmation of what is before us the simplest devotion to deep play. In Ackerman’s (1999) and Cameron’s (1992) writing on deep play and creativity, they use words like reverence, aliveness, presence, rapture and ecstasy, wholly-holy enthusiasm and love, pleasure and child’s play.


id: jcs-17895
author: Hostettler Scharer, Janine
title: Supporting Young Children’s Learning in a Dramatic Play Environment
date: 2017-11-27
pages: 8
extension: .pdf
mime: application/pdf
words: 5241
sentence: 250
flesch: 58
cache: cache/jcs-17895.pdf
txt: txt/jcs-17895.txt
summary:
  Even if the importance of play has been understood, the benefits of play for learning taken into consideration, and our responsibility for play development recognized, prospective teachers, in my experience, are still concerned that giving more time to play will take away time they need to teach curriculum. Scaffolding play development can be done by sitting close to a child and playing with the same material(s).


id: jcs-16883
author: Hong, Huili; Keith, Karin; Rice Moran, Renee; Lashay Jennings, Jodi
title: Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach
date: 2017-05-30
pages: 12
extension: .pdf
mime: application/pdf
words: 7617
sentence: 567
flesch: 61
cache: cache/jcs-16883.pdf
txt: txt/jcs-16883.txt
summary:
  In our study, the teacher–child classroom interactions were guided by their conversational inferences dependent on their perceptions of verbal and nonverbal cues that contextualized their daily literacy practices (Gumperz, 1982). Therefore, with a yearlong time commitment, the inferential chain of meanings and understandings constructed in the teacher–child classroom interactions are visible and can be observed, understood, and described by the participant researchers (Cook-Gumperz, 2006).


id: jcs-18105
author: Childhood Studies, Journal of
title: 2016 Friends of Children Recipient: Mary Beth Jonz
date: 2018-03-17
pages: 1
extension: .pdf
mime: application/pdf
words: 397
sentence: 15
flesch: 49
cache: cache/jcs-18105.pdf
txt: txt/jcs-18105.txt
summary:
  Mary Beth has made a difference in many lives! In a leadership role, Mary Beth inspired others to achieve greatness.


id: jcs-15694
author: Heinrichs, Jennifer
title: The Co-Creation of a “Kinder Garden”
date: 2016-05-05
pages: 8
extension: .pdf
mime: application/pdf
words: 6332
sentence: 365
flesch: 72
cache: cache/jcs-15694.pdf
txt: txt/jcs-15694.txt
summary:
  This connection transferred to the children’s lives outside of school as many children helped at home in their families’ gardens and their parents witnessed their newfound love of and interest in the outdoors. We were never bored because we had many yard and garden chores to attend to every day, as well as Central to this paper is the author’s assertion that interacting authentically with the outdoors can connect children to the earth, thus creating in them a heart for the place in which they live (Louv, 2008).


id: jcs-15209
author: Gananathan, Ramona
date: 2016-02-12
pages: 18
extension: .pdf
mime: application/pdf
words: 6594
sentence: 208
flesch: 36
cache: cache/jcs-15209.pdf
txt: txt/jcs-15209.txt
title:
  Negotiating Status: The Impact of Union Contracts on the Professional Role of RECEs in Ontario's Full-Day Kindergarten Programs

summary:
  Using a comparative text analysis approach, this paper examines how the program and policy intent articulated in Ontario’s Education Act to establish professional early learning pedagogical teams has been realized through policy documents such as union contracts. In particular, the impact of union contracts on the new professional role and status of RECEs in the education sector is examined, including the material gains and potential losses realized by the RECEs in FDK based on their union contracts through wages, benefits, and working conditions.


id: jcs-15449
author: Mann, Linda; Power, Dana; MacLellan, Vanessa
title: Development of Menu Planning Resources for Child Care Centres: A Collaborative Approach
date: 2016-02-17
pages: 7
extension: .pdf
mime: application/pdf
words: 6169
sentence: 372
flesch: 58
cache: cache/jcs-15449.pdf
txt: txt/jcs-15449.txt
summary:
  Research studies over the past twenty years indicate, however, that nutrition standards of child care centre menus were not being met (Briley et al., 1993; On average, Canadian children spend 27 hours weekly in child care centres, and parents of those who attend full time rely on the centres to provide adequate foods to meet most of the daily dietary requirements and to teach the children about healthy eating behaviours (Lynch & Batal, 2011; Dwyer, Needham, Simpson, & Heeney, 2008; Moore et al., 2005).


id: jcs-15696
author: Underwood, Kathryn; Di Santo, Aurelia; Valeo, Angela; Langford, Rachel
date: 2016-05-05
pages: 10
extension: .pdf
mime: application/pdf
words: 6396
sentence: 341
flesch: 58
cache: cache/jcs-15696.pdf
txt: txt/jcs-15696.txt
title:
  Partnerships in Full-Day Kindergarten Classrooms: Early Childhood Educators and Kindergarten Teachers Working Together

summary:
  Kindergarten teachers are required to have an undergraduate degree and a minimum of one year of teacher education, and teachers have had a professional college since 1997 (Ontario College of Teachers, 2014). This study investigated the partnerships between the ECEs and kindergarten teachers in the first years of implementation of the FDK program.


id: jcs-19896
author: Ashton, Emily
title: Speculative Child Figures at the End of the (White) World
date: 2022-06-16
pages: 15
extension: .pdf
mime: application/pdf
words: 9784
sentence: 617
flesch: 60
cache: cache/jcs-19896.pdf
txt: txt/jcs-19896.txt
summary:
  At that time, “black children were libeled as unfeeling, noninnocent nonchildren” (p. 33). Additionally, Christina Sharpe (2016) articulates how “Black children are not seen as children” (p. 89).


id: jcs-16303
author: Do Nascimento, Ashley
title: Rethinking Common Practice in Child and Youth Care
date: 2016-12-22
pages: 8
extension: .pdf
mime: application/pdf
words: 6226
sentence: 269
flesch: 55
cache: cache/jcs-16303.pdf
txt: txt/jcs-16303.txt
summary:
  Other children were directly related to some of the drug dealers, who were either their cousins or brothers. Making a Change in CYC Practices Mark Smith (2003) notes the importance of a need to “put a stutter into dominant narratives of child care” (p. 1).


id: jcs-16887
author: Taylor, Briony
title: Toward Reconciliation: What do the Calls to Action Mean for Early Childhood Education?
date: 2017-05-30
pages: 6
extension: .pdf
mime: application/pdf
words: 4273
sentence: 233
flesch: 50
cache: cache/jcs-16887.pdf
txt: txt/jcs-16887.txt
summary:
  Closing the education gap: A case for Aboriginal early childhood education in Canada: A look at the Aboriginal Head Start program. Aboriginal early childhood education in Canada: Issues of context.


id: jcs-17841
author: Mullen, Ginger
title: More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development
date: 2017-09-27
pages: 12
extension: .pdf
mime: application/pdf
words: 7471
sentence: 466
flesch: 67
cache: cache/jcs-17841.pdf
txt: txt/jcs-17841.txt
summary:
  Keywords: child development; Early Development Instrument; nursery rhymes and songs; caregivers and practitioners FALL/AUTOMNE 2017 43 Vol. Motor skills serve as an obvious point of entry into the relationship between nursery rhymes and child development because we can experientially gauge children’s acquisition of these abilities.


id: jcs-17893
author: Batsaikhan, Javzandulam; Kaye, Candace
title: Horse Racing With Sheep Ankle Bones: The Play of Nomadic Children in Mongolia
date: 2017-11-27
pages: 13
extension: .pdf
mime: application/pdf
words: 6643
sentence: 390
flesch: 53
cache: cache/jcs-17893.pdf
txt: txt/jcs-17893.txt
summary:
  Thus, in addition to providing fun and enjoyment, Mongolian child play is a tool for teaching cultural values, including nomadic philosophy, as well as everyday problem-solving skills, and provides the building blocks with which children rehearse, maintain, and build on the institutional realities that reflect cultural practices. This article discusses the context of this unique form of child play, its meaning, and its functional value.


id: jcs-17839
author: Udenigwe, Ogochukwu Chinelo; Lero, Donna
title: Managing the Impacts of Full-Day Kindergarten on Rural Child Care Centres in Ontario
date: 2017-09-27
pages: 12
extension: .pdf
mime: application/pdf
words: 9041
sentence: 475
flesch: 49
cache: cache/jcs-17839.pdf
txt: txt/jcs-17839.txt
summary:
  By contrast, CMSMs did not identify funding, as such, as a critical issue for rural child care centre directors/operators. To examine what characterizes situations in which child care centre directors/operators are able to make positive changes to buffer negative effects, and what characterizes situations where centres appear to be more vulnerable.


id: jcs-15211
author: Ressler, Glory; Doherty, Gillian; Ferguson, Tammy; Lamotey, Jonathan
title: Enhancing Professionalism and Quality through Director Training and Collegial Mentoring
date: 2016-02-12
pages: 20
extension: .pdf
mime: application/pdf
words: 7063
sentence: 265
flesch: 36
cache: cache/jcs-15211.pdf
txt: txt/jcs-15211.txt
summary:
  Connecting the dots: Director qualifications, instructional leadership practices, and learning environment in early childhood programs. A two-pronged evaluation strategy was used with the participants consisting of (a) on-site completion of Talan and Bloom’s (2004) program administration scale (PAS) to measure administrative quality, and Harms, Clifford, and Cryer’s (1998) revised early childhood environmental rating scale (ECERS-R) to evaluate global program quality; and (b) three self-completed questionnaires, one based on the occupational standards, the second on previously identified effective mentoring attitudes and predispositions and professional and leadership practices that contribute to reflective practice, continuous learning, and enhancing program quality, and the third on graduates’ perceptions of the extent to which MPCC contributed to their professional development.


id: jcs-15435
author: MacDonald, Margaret; Rudkowski, Magdalena; Hostettler Schärer, Janine
title: Lingering Discourses: Jean Jacque Rousseau’s 18th-Century Images of Mothers, Fathers, and Children
date: 2013-04-03
pages: 8
extension: .pdf
mime: application/pdf
words: 7639
sentence: 339
flesch: 56
cache: cache/jcs-15435.pdf
txt: txt/jcs-15435.txt
summary:
  Her research interests include early childhood direct experiences in nature and conducting and advocating for participatory research with young children. Émile has no siblings; no mention is made of extended family or community outside his immediate nuclear family and there is no sense of a communal responsibility for the care and education of young children.


id: jcs-18103
author: Flannigan, Caileigh; Dietze, Beverlie
title: Children, Outdoor Play, and Loose Parts
date: 2018-03-17
pages: 8
extension: .pdf
mime: application/pdf
words: 4319
sentence: 233
flesch: 54
cache: cache/jcs-18103.pdf
txt: txt/jcs-18103.txt
summary:
  This means that the materials do not dictate the type of play children engage in. Her research interests include outdoor play environments for children and early learning and child care professional staff development models.


id: jcs-15215
author: Berger, Iris
date: 2016-02-12
pages: 20
extension: .pdf
mime: application/pdf
words: 8025
sentence: 352
flesch: 47
cache: cache/jcs-15215.pdf
txt: txt/jcs-15215.txt
title:
  Pedagogical Narrations and Leadership in Early Childhood Education as Thinking in Moments of Not Knowing

summary:
  Pedagogical narration involves a process through which early childhood educators create and share narratives about significant pedagogical occurrences with children from their early childhood settings with the purpose of engaging others in critical dialogue where construction of children’s identities and the values embedded in ECE practices are made visible and open for disputation and renewal. Pedagogical narration is a term that we use in British Columbia to describe a process through which early childhood educators document (by means of photography, video or audio recording, and collection of children’s creations) and then share narratives about significant pedagogical occurrences from their early childhood settings with the purpose of engaging others (children, colleagues, parents) in critical dialogue where assumptions about early childhood pedagogical practices and children’s identities are made visible and open for disputation and renewal.


id: jcs-19740
author: Mulvenna, Amy
title: Mapping Child-Animal Care Relations in Shaun Tan’s Tales from Outer Suburbia
date: 2020-07-14
pages: 18
extension: .pdf
mime: application/pdf
words: 9756
sentence: 476
flesch: 55
cache: cache/jcs-19740.pdf
txt: txt/jcs-19740.txt
summary:
  Indeed, across the Tales, Tan introduces readers to a range of sentient animals and fanciful creatures that have a power to draw child characters to them and relate to them as “kin” (Tan, 2002). These encounters see child protagonists both astonished This article explores caring relations between child characters and sentient animals in two tales by Australian author-illustrator Shaun Tan.


id: jcs-19742
author: Pacini-Ketchabaw, Veronica; Moss, Peter
title: Early Childhood Pedagogy: Veronica Pacini- Ketchabaw Interviews Peter Moss
date: 2020-07-14
pages: 14
extension: .pdf
mime: application/pdf
words: 9429
sentence: 450
flesch: 63
cache: cache/jcs-19742.pdf
txt: txt/jcs-19742.txt
summary:
  Early childhood education as an ethical political project Veronica: I wonder if you can speak about this idea of early childhood education as an ethical political project, which elaborate on in your book with Gunilla Dahlberg, Ethics and Politics. He has researched and written on many subjects, including early childhood education and care and the relationship between early childhood and compulsory education; the relationship between employment, care, and gender; and democracy in education.


id: jcs-18260
author: Nxumalo, Fikile; Rotas, Nikki
title: Interdisciplinary Dialogues in Early Childhood Environmental Education
date: 2018-06-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1133
sentence: 69
flesch: 47
cache: cache/jcs-18260.pdf
txt: txt/jcs-18260.txt
summary:
  This is particularly relevant to early childhood education, where the figure of the individual developing child as future salvation remains a common trope, one that is rooted in instrumental approaches to teaching and learning (Blaise, 2013; Lenz Taguchi, 2010). We have drawn particular inspiration from recent scholarship in early childhood education that has engaged interdisciplinary perspectives that include intersectional feminist approaches, Indigenous knowledges, and the environmental humanities to engage with why and how the Anthropocene, as an epoch marked by devastating human impacts on the earth, necessitates a turn away from normative romantic conceptions of children and nature (Pacini-Ketchabaw & Taylor, 2015; Ritchie, 2015; Taylor, 2017).


id: jcs-15213
author: MacDonald, Lyndsay; Richardson, Brooke; Langford, Rachel
date: 2016-02-12
pages: 13
extension: .pdf
mime: application/pdf
words: 4679
sentence: 221
flesch: 48
cache: cache/jcs-15213.pdf
txt: txt/jcs-15213.txt
title:
  ECEs as Childcare Advocates: Examining the Scope of Childcare Advocacy Carried Out by ECEs from the Perspective of Childcare Movement Actors in Ontario and Manitoba

summary:
  The founders of childcare advocacy in Canada are slowly retiring from the movement while a younger generation of women, overburdened with their paid and unpaid responsibilities, struggles to help keep the movement alive. This study has revealed that ECEs are not currently taking on macro-level childcare advocacy—even though their personal and professional well-being is often at stake.


id: jcs-18265
author: Molloy Murphy, Angela
title: (Re)considering Squirrel––From Object of Rescue to Multispecies Kin
date: 2018-06-08
pages: 8
extension: .pdf
mime: application/pdf
words: 3499
sentence: 203
flesch: 60
cache: cache/jcs-18265.pdf
txt: txt/jcs-18265.txt
summary:
  Urban squirrels. Squirrels are particularly visible and play a significant role in the childhoods of urban- dwelling Portlanders.


id: jcs-17842
author: Childhood Studies, Journal of
title: Save the Date: Canadian Study Week in Reggio Emilia
date: 2017-09-27
pages: 1
extension: .pdf
mime: application/pdf
words: 40
sentence: 2
flesch: 27
cache: cache/jcs-17842.pdf
txt: txt/jcs-17842.txt
summary:
  42 No. 2 JOURNAL OF CHILDHOOD STUDIES Details and registration available at http://ontarioreggioassociation.ca/event/canadian-study-tour/ In collaboration with Reggio Children, the Ontario Reggio Association is organizing a Canadian Study Week in Reggio Emilia March 11 – 16, 2018 FALL/AUTOMNE 2017 54 Vol.


id: jcs-16096
author: Blanchette Deans, Rachelle
title: Lessons From Research for Les Familles Exogames: A Literature Review
date: 2016-08-23
pages: 16
extension: .pdf
mime: application/pdf
words: 11148
sentence: 586
flesch: 52
cache: cache/jcs-16096.pdf
txt: txt/jcs-16096.txt
summary:
  Although there is a point where exposure no longer has an effect on language development (Gathercole & Hoff, 2007), some scholars argue that the exposure threshold is higher for minority languages (Pearson, 2007; Pearson, Fernández, Lewedag, & Oller, 1997; Vihman, Lum, Thierry, Nakai, & Keren-Portnoy, 2006), including French in minority settings (Bournet-Trites & Reeder, 2001; Landry, Allard, & Deveau, 2007; Reeder, Buntain, & Takakuma, 1999). In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp.


id: jcs-19756
author: Qamar, Azher Hameed
title: What is a Child? Exploring Conceptualization of Pakistani Adolescents About Children
date: 2021-07-07
pages: 17
extension: .pdf
mime: application/pdf
words: 9664
sentence: 553
flesch: 51
cache: cache/jcs-19756.pdf
txt: txt/jcs-19756.txt
summary:
  Hence, the new sociology of childhood offers a shift from a conditioned, controlled, and developing child (child as an object) to an authentic and political child (a child-centered perspective to view children as subjects) who authors himself/herself with an inherent sense of self-growth (Barter & Renold, 2000; Christensen & Prout, 2005; James et al., 1998; Jenks, 1996; Lee, 2001). Conceptualizing children in childhood studies is significant to un- derstand childhood in diverse cultures.


id: jcs-18101
author: Callaghan, Karyn; Long-Wincza, Victoria; Velenosi, Cheryl
title: “Of, Not For...”: The Evolving Recognition of Children’s Rights in a Community
date: 2018-03-17
pages: 20
extension: .pdf
mime: application/pdf
words: 8306
sentence: 459
flesch: 61
cache: cache/jcs-18101.pdf
txt: txt/jcs-18101.txt
summary:
  Cheryl was the lead organizer of the noteworthy Hamilton’s Charter of Rights of Children and Youth, written by children, for children. Thirty copies of A Journey into the Rights of Children, a book about rights written and illustrated by children in Reggio Emilia, were made available for the community to borrow.


id: jcs-17890
author: Gaviria-Loaiza, Juana; Han, Myae; Vu, Jennifer A; Hustedt, Jason
title: Children’s Responses to Different Types of Teacher Involvement During Free Play
date: 2017-11-27
pages: 16
extension: .pdf
mime: application/pdf
words: 8994
sentence: 501
flesch: 60
cache: cache/jcs-17890.pdf
txt: txt/jcs-17890.txt
summary:
  Likewise, during play children have opportunities to spontaneously express specific needs that arise during the preschool years and is important for their development (Vygotsky, 1967). They found that a good fit in adult–child play interactions often led to children’s independent play, but a poor fit in adult–child interactions did not.


id: jcs-18269
author: Schoepe, Vera
title: Book Review: Eben Kirksey’s Multispecies Salon
date: 2018-06-08
pages: 6
extension: .pdf
mime: application/pdf
words: 2949
sentence: 139
flesch: 41
cache: cache/jcs-18269.pdf
txt: txt/jcs-18269.txt
summary:
  They also blur ontological categories and center the study of emerging multispecies encounters in the context of dystopian ruins affected by metastasized neoliberal capitalist policies. While considering how to apply this groundbreaking multispecies research to environmental education, I would like to encourage my readers to consider these questions: How might children’s learning journeys be supported in ways that are open to multispecies encounters and thus observations and experiences outside of constrained institutional settings?


id: jcs-18267
author: Pineda, Monica
title: Mama Spider
date: 2018-06-08
pages: 8
extension: .pdf
mime: application/pdf
words: 4361
sentence: 261
flesch: 72
cache: cache/jcs-18267.pdf
txt: txt/jcs-18267.txt
summary:
  Email: m.pineda@ utexas.edu Common Worlds Affrica Taylor and Veronica Pacini-Ketchabaw (2015) define a common world pedagogy as one that focuses on the collective manners and means through which children learn from engaging with other species, entities and forces in their immediate common worlds” (p. 508). Blaise, Hamm, and Iorio (2016) point out that pedagogical narrations “are another way to make children’s learning visible and like pedagogical documentation can be done through anecdotal observations, collecting children’s work, audio and video recordings, photos, and ideas documented by children or teachers” (p. 8).


id: jcs-18261
author: Nelson, Narda; Pacini-Ketchabaw, Veronica; Nxumalo, Fikile
title: Rethinking Nature-Based Approaches in Early Childhood Education: Common Worlding Practices
date: 2018-06-08
pages: 11
extension: .pdf
mime: application/pdf
words: 6083
sentence: 315
flesch: 46
cache: cache/jcs-18261.pdf
txt: txt/jcs-18261.txt
summary:
  Email: nelsonn@uvic.ca Dr. Veronica Pacini-Ketchabaw is a professor of early childhood education in the Faculty of Education at Western University in Ontario, Canada. Email: vpacinik@uwo.ca Dr. Fikile Nxumalo is an assistant professor of early childhood education at the University of Texas at Austin, where she is also affiliated faculty with African and African Diaspora Studies and Native American and Indigenous Studies.


id: jcs-18578
author: Friedrich, Nicola; Wishart, Kristen; Stagg Peterson, Shelley
title: Supporting Emergent Writers Through Guided Play in a Kindergarten Classroom
date: 2018-11-20
pages: 7
extension: .pdf
mime: application/pdf
words: 3539
sentence: 190
flesch: 62
cache: cache/jcs-18578.pdf
txt: txt/jcs-18578.txt
summary:
  Joan and Leslie often assisted individual children in the act of writing by scaffolding their writing of individual words. Drawing largely from Lev Vygotsky (1978), they understand a specific form of play in preschool and primary classrooms, dramatic play, as a meaning-making and narrative-building practice (Wajskop & Peterson, 2015) during which children engage in symbolic thinking and become avid sign makers (Peterson, 2015).


id: jcs-19169
date: 2019-09-19
pages: 2
extension: .pdf
mime: application/pdf
words: 943
sentence: 33
flesch: 28
cache: cache/jcs-19169.pdf
txt: txt/jcs-19169.txt
author:
  Raby, Rebecca; Pomerantz, Shauna; Tardif-Williams, Christine; Marinos, Voula; Zinga, Dawn; Rousseau, Camille

title:
  Between, Across, and Beyond Disciplinary Divides: Conceptualizing, Expanding, and Exploring “Childhood”

summary:
  This collection thus includes the work of scholars working across diverse disciplines, including childhood studies, youth studies, digital anthropology, sociology, psychology, theatre studies, girlhood studies, history, kinesiology, communication, and education. SEPTEMBER 2019 1 Vol. 44 No. 3 JOURNAL OF CHILDHOOD STUDIES FROM THE GUEST EDITOR Between, Across, and Beyond Disciplinary Divides: Conceptualizing, Expanding, and Exploring “Childhood” Rebecca Raby, Shauna Pomerantz, Christine Tardif-Williams, Voula Marinos, Dawn Zinga, and Camille Rousseau, Guest Editors We are excited to present this special issue that emerged out of the Conceptualizing Childhood conference hosted by the Department of Child and Youth Studies at Brock University in October 2017.


id: jcs-16884
author: Bonnett, Tina; Ly, Krista
title: LEADing the way in Early Childhood Education and Care Through a Mentor/Protégé Program
date: 2017-05-30
pages: 9
extension: .pdf
mime: application/pdf
words: 5981
sentence: 284
flesch: 45
cache: cache/jcs-16884.pdf
txt: txt/jcs-16884.txt
summary:
  Practice grounded in research and a movement toward continuous learning for early childhood educators also warrant examination in the context of mentor programs in early years settings. Conclusion Early childhood education and care in Canada is becoming increasingly recognized as a vocation that utilizes mentor programs to enhance the practice of early years professionals.


id: jcs-18266
author: Saint-Orens, Lene; Nxumalo, Fikile
title: Engaging With Living Waters: An Inquiry Into Children’s Relations With a Local Austin Creek
date: 2018-06-08
pages: 5
extension: .pdf
mime: application/pdf
words: 1784
sentence: 88
flesch: 58
cache: cache/jcs-18266.pdf
txt: txt/jcs-18266.txt
summary:
  We wonder about creek water movements with rain. On a warm fall day, soon after we arrive, children begin to notice the changes in the creek since our last encounters.


id: jcs-15245
author: Stooke, Rosamund
date: 2014-12-30
pages: 27
extension: .pdf
mime: application/pdf
words: 10702
sentence: 510
flesch: 50
cache: cache/jcs-15245.pdf
txt: txt/jcs-15245.txt
title:
  Producing Neoliberal Parenting Subjectivities: ANT-Inspired Readings from an Informal Early Learning Program

summary:
  Where some social researchers argue that neoliberal reform technologies are producing new types of     Canadian Children JOURNAL OF THE CANADIAN ASSOCIATION FOR YOUNG CHILDREN Volume 39 Number 1 2014 www.cayc.ca 74 worker subjectivities (Ball, 2003), I have claimed that a neoliberal imaginary increasingly permeates the everyday lives of families with young children. This paper employs the Foucauldian notion of governmentality and actor-network theory’s notion of translation to propose that and show how a neoliberal imaginary permeates the everyday lives of Ontario families with young children.


id: jcs-19061
author: Sorvari, Marja
title: New Research on Discourses of Childhood
date: 2019-07-05
pages: 5
extension: .pdf
mime: application/pdf
words: 2442
sentence: 110
flesch: 51
cache: cache/jcs-19061.pdf
txt: txt/jcs-19061.txt
summary:
  Part VI “The Evil and Victimized Child” discusses child figures who transgress boundaries of normality and how they were perceived by their contemporaries. Ahlbeck’s chapter forms an interesting parallel with Päivi Lappalainen’s chapter on child figures and nation building in children’s literature in Finland (see above).


id: jcs-18576
author: Binfet, John-Tyler; Enns, Camilla
date: 2018-11-20
pages: 15
extension: .pdf
mime: application/pdf
words: 5505
sentence: 308
flesch: 52
cache: cache/jcs-18576.pdf
txt: txt/jcs-18576.txt
title:
  Quiet Kindness in School: Socially and Emotionally Sophisticated Kindness Flying Beneath the Radar of Parents and Educators

summary:
  This paper profiles the different ways in which elementary and middle school students report on their acts of kindness and introduces the concept of quiet kindness, a socially and emotionally sophisticated form of kindness that does not draw attention to the initiator, where the recipient remains potentially unaware of the act, and the kind act is not likely acknowledged or reinforced by external agents. The developmental implications of quiet kindness for children are discussed alongside implications for parents and educators.


id: jcs-18263
author: Lakind, Alexandra; Adsit-Morris, Chessa
title: Future Child: Pedagogy and the Post-Anthropocene
date: 2018-06-08
pages: 14
extension: .pdf
mime: application/pdf
words: 8866
sentence: 594
flesch: 54
cache: cache/jcs-18263.pdf
txt: txt/jcs-18263.txt
summary:
  According to Andrew Stables, differentiating children from adults shifted the way child is included, excluded, and implicated in the all- encompassing categorical. Following Murris (2017, p. 16) we have written “child” as opposed to “the child” to write about the concept of child while distancing ourselves from writing about the child as a contained “bounded entity in space and time with a set of essential and universal characteristics (often resulting in the marginalization of children).”


id: jcs-17838
author: Escayg, Kerry-Ann; Berman, Rachel; Royer, Natalie
title: Canadian Children and Race: Toward an Antiracism Analysis
date: 2017-09-27
pages: 12
extension: .pdf
mime: application/pdf
words: 8175
sentence: 465
flesch: 49
cache: cache/jcs-17838.pdf
txt: txt/jcs-17838.txt
summary:
  Scholars have found that White Canadian children, especially those aged 4 to 6, have positive racial attitudes about their own racial group and tend to rate out-groups more negatively than their own (Doyle & Aboud, 1995; Johnson & Aboud, 2013). This paper has extended their findings by using antiracism theory as an analytical tool to explain the consistent finding of pro-White bias and preference among minority and White Canadian children.


id: jcs-17894
author: Wilson, Matthew Allen
title: Medical Clowning: An Embodiment of Transgressive Play
date: 2017-11-27
pages: 9
extension: .pdf
mime: application/pdf
words: 5601
sentence: 371
flesch: 66
cache: cache/jcs-17894.pdf
txt: txt/jcs-17894.txt
summary:
  Medical clown encounters evoke Bernie De Koven’s notions of a “well-played game” and “play community,” and warrant further research to ascertain the impact beyond the initial encounter. In this article, I shed light on the potential of medical clowns as embodied players trained to initiate play encounters in hospitals with the objective of empowering the patient.


id: jcs-17840
author: MacAlpine, Kelly-Ann
date: 2017-09-27
pages: 8
extension: .pdf
mime: application/pdf
words: 5578
sentence: 262
flesch: 43
cache: cache/jcs-17840.pdf
txt: txt/jcs-17840.txt
title:
  Through the Looking Glass: Interpreting Growing Success, The Kindergarten Addendum, Ontario’s Assessment, Evaluation, and Reporting Policy Document

summary:
  Further, within the discussion section, the authors of the study noted great divides in assessment approaches, stating that although “all teachers were using the same curricular documents, meeting the same academic standards, and working within the same school district … assessment programs within the local kindergarten classrooms differed widely” (Pyle & Deluca, 2013, p. 379). Broad sweeping statements found within both the curriculum and assessment documents leave open the opportunity for the readers to interpret what is meant by statements such as “centred on the child” or “evidence from research.”


id: jcs-17892
author: Green, Nicole; Turner, Michelle
title: Creating Children’s Spaces, Children Co-Creating Place
date: 2017-11-27
pages: 13
extension: .pdf
mime: application/pdf
words: 8587
sentence: 492
flesch: 66
cache: cache/jcs-17892.pdf
txt: txt/jcs-17892.txt
summary:
  The notion of place guides early childhood educators to pay attention to the quality of the relationships and social interactions available to children within the learning context and the ways in which children’s experiences in the learning context are similar to or different from their experiences in other places. I wonder what next year will be like… Understanding Narrative 2 Through the Lens of Place The discussion following will highlight how Narrative 2 can be understood through the conceptual lens of place.


id: jcs-18100
author: Robson, Kelsey; Mastrangelo, Sonia
date: 2018-03-17
pages: 16
extension: .pdf
mime: application/pdf
words: 8606
sentence: 487
flesch: 61
cache: cache/jcs-18100.pdf
txt: txt/jcs-18100.txt
title:
  Children’s Views of the Learning Environment: A Study Exploring the Reggio Emilia Principle of the Environment as the Third Teacher

summary:
  states: Children thrive in indoor and outdoor spaces that invite them to investigate, imagine, think, create, solve problems, and make meaning from their experiences—especially when the spaces contain interesting and complex materials that children can use in many ways. Parkinson (2001) explains that when working with young children, small groups are necessary because children spend most of their day interacting with small groups of children.


id: jcs-18104
author: Atkinson, Kim; Biegun, Lexie
title: An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership
date: 2018-03-17
pages: 8
extension: .pdf
mime: application/pdf
words: 4704
sentence: 268
flesch: 52
cache: cache/jcs-18104.pdf
txt: txt/jcs-18104.txt
summary:
  We, Kim and Lexie, are early childhood educators, working in different roles who, with some trepidation, are taking up the term pedagogical leader. Our trepidation is rooted in an unease with pervading images of leadership as something that happens “out there” in government or academia, and with assumed characteristics of leaders as experts that seem antithetical to the collaborative caring practices of the work of early childhood educators.


id: jcs-18778
author: Doan, Laura K.
title: Finding Community: An Exploration Into an Induction Support Pilot Project
date: 2019-02-05
pages: 12
extension: .pdf
mime: application/pdf
words: 7217
sentence: 377
flesch: 52
cache: cache/jcs-18778.pdf
txt: txt/jcs-18778.txt
summary:
  Furthermore, some of the postsecondary educational experiences that experienced early childhood educators took part in were very different than what new early childhood educators learned and/or experience. This research challenges the predominant perspective that the work early childhood educators do is simple and that experienced early childhood educators do not require additional support (Pacini-Ketchabaw, Nxumalo, Kocher, Elliot, & Sanchez, 2015).


id: jcs-18785
author: Kummen, Kathleen; Hodgins, B. Denise
title: Learning Collectives With/In Sites of Practice: Beyond Training and Professional Development
date: 2019-02-05
pages: 12
extension: .pdf
mime: application/pdf
words: 6548
sentence: 253
flesch: 34
cache: cache/jcs-18785.pdf
txt: txt/jcs-18785.txt
summary:
  Email: denise.hodgins@uwo.ca This article shares the practice conditions and experiences of educators and student educators in a collaborative initiative that extended a professional development project in British Columbia called the Investigating Quality (IQ) Project, which began in 2005. In one of the IQ Project’s sites, formal involvement in the project grew to include a partnership between an early childhood education (ECE) program and their educators’ ongoing professional learning and an ECE training institution and its preparation of student educators.


id: jcs-18574
author: Whitty, Pam; Hewes, Jane; Rose, Sherry; Lirette, Patricia; Makovichuk, Lee
title: (Re)Encountering Walls, Tattoos, and Chickadees: Disrupting Discursive Tenacity
date: 2018-11-20
pages: 16
extension: .pdf
mime: application/pdf
words: 8131
sentence: 459
flesch: 51
cache: cache/jcs-18574.pdf
txt: txt/jcs-18574.txt
summary:
  Her work as a co-writer and co-researcher of Flight: Alberta’s Early Learning and Care Framework and pedagogical mentoring work with early childhood educators has been inspiration for her doctoral studies. For us, this “close working relationship between research and practice” (Olsson, 2009, p. 28) reinvigorated the relationship between ourselves as scholars/teacher-educators and practicing early childhood educators.


id: jcs-18773
author: Lehrer, Joanne; Massing, Christine; Roach O'Keefe, Alaina
title: Innovative professional learning in early childhood education and care: Inspiring hope and action
date: 2019-02-05
pages: 4
extension: .pdf
mime: application/pdf
words: 2112
sentence: 93
flesch: 36
cache: cache/jcs-18773.pdf
txt: txt/jcs-18773.txt
summary:
  Not only is professional learning conceptualized as critical for increasing educational quality and enhancing children’s learning and developmental outcomes (e.g., Lazarri, Picchio, & Musatti, 2013; Munton et al., 2002; Peleman et al., 2017; Penn, 2009; Vandenbroeck, Peeters, Urban, & Lazarri, 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators’ and preschool teachers’ professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), long-term interventions (Peleman et al., 2017), and competent leadership (Colmer, Waniganayake, & Field, 2008) have all been found to be effective means of supporting professional learning.


id: jcs-18776
author: Hewes, Jane; Lirette, Tricia; Makovichuk, Lee; McCarron, Rebekah
date: 2019-02-05
pages: 17
extension: .pdf
mime: application/pdf
words: 8409
sentence: 397
flesch: 49
cache: cache/jcs-18776.pdf
txt: txt/jcs-18776.txt
title:
  Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

summary:
  Her work as a co-writer and co-researcher of Play, Participation, and Possibilities: An Early Learning and Child Care Curriculum Framework for Alberta and pedagogical mentoring work with early childhood educators has been inspiration for her doctoral studies. The framework was intended to guide the everyday practice of early childhood educators working with children from newborns to age 5 in centre-based child care and family day home programs.


id: jcs-18774
author: Moreau, Claire; Royer, Nicole; Royer, Chantal
date: 2019-02-05
pages: 15
extension: .pdf
mime: application/pdf
words: 7527
sentence: 369
flesch: 53
cache: cache/jcs-18774.pdf
txt: txt/jcs-18774.txt
title:
  Il était une fois des éducatrices en petite enfance engagées dans une formation continue en ligne : histoires d’apprenantes

summary:
  Une analyse par catégories conceptualisantes a permis à leur histoire de prendre forme à travers différentes dimensions ayant influencé leur développement professionnel. Ainsi, mieux comprendre l’expérience des éducatrices en petite enfance inscrites dans une formation continue en ligne constitue le but général de la présente recherche.


id: jcs-19059
author: Kyritsi, Krystallia
date: 2019-07-05
pages: 12
extension: .pdf
mime: application/pdf
words: 6478
sentence: 335
flesch: 57
cache: cache/jcs-19059.pdf
txt: txt/jcs-19059.txt
title:
  Doing Research With Children: Making Choices on Ethics and Methodology That Encourage Children’s Participation

summary:
  JUNE 2019 39 Vol. 44 No. 2 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Doing Research With Children: Making Choices on Ethics and Methodology That Encourage Children’s Participation Krystallia Kyritsi Krystallia Kyritsi recently completed her PhD studies at Moray House School of Education, University of Edinburgh, Scotland. Her research interests include creativity, power, children’s relationships and participation, intersectionality, methodologies of research with children, and ethical issues arising in research with children.


id: jcs-19180
author: Tarr, Pat; Wien, Carol Anne
title: A Tribute to Sue Fraser
date: 2019-09-19
pages: 8
extension: .pdf
mime: application/pdf
words: 3524
sentence: 165
flesch: 63
cache: cache/jcs-19180.pdf
txt: txt/jcs-19180.txt
summary:
  We were startled and saddened to learn that our dear colleague, friend, and mentor Sue Fraser had died April 30, 2019, in Ireland, having embarked on a much-anticipated trip to Europe. Sue and Cathleen Smith were part of the first Canadian study group to visit the preprimary schools in Reggio Emilia in 1993 and were fortunate to work with Loris Malaguzzi during that visit.


id: jcs-19057
author: Berry, Alex
title: Sympoetics of Place and the Red Dust of India
date: 2019-07-05
pages: 15
extension: .pdf
mime: application/pdf
words: 8333
sentence: 405
flesch: 52
cache: cache/jcs-19057.pdf
txt: txt/jcs-19057.txt
summary:
  Using sympoetics to attend to anticolonial stories told through my relations with the red dust of India, this performance aims to stir up and settle into discomfort toward more affectual, contradictory, and contingent understandings of place relations in childhood studies research. No. 2 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Approaching my data with linear thought processes that seek to extract, codify, and analyze place relations not only enacts violent assumptions of knowability but also effectively enhances a distance from lived accountabilities to materials and place.


id: jcs-18978
author: Burton, Cayley
title: Gender Disrupted During Storytime: Critical Literacy in Early Childhood
date: 2020-11-13
pages: 14
extension: .pdf
mime: application/pdf
words: 8295
sentence: 385
flesch: 51
cache: cache/jcs-18978.pdf
txt: txt/jcs-18978.txt
summary:
  In this way, my application of “gender as marked” builds on Butler’s (1990) theorization of it (p. 16) to suggest that one of the ways in which childhood gender is made visible is through clothing and costuming. Recognition of gender identity is at once an individual and group sociocultural responsibility.


id: jcs-18780
author: Larouche, Hélène; Biron, Diane; Vaillancourt, Julie
date: 2019-02-05
pages: 19
extension: .pdf
mime: application/pdf
words: 8577
sentence: 422
flesch: 55
cache: cache/jcs-18780.pdf
txt: txt/jcs-18780.txt
title:
  Miser sur l’engagement mutuel pour contribuer au développement professionnel continu : le modèle d’une communauté de pratique au préscolaire (CoPP)

summary:
  Enfin, les résultats apportent un éclairage sur les moments porteurs et rassembleurs ainsi que les moments critiques liés à l’engagement afin de documenter les conditions favorisant une culture de collaboration au sein d’une CoP. La problématique : explorer de nouvelles avenues en formation continue L’évolution de la société québécoise a conduit le ministère de l’Éducation du Loisir et du Sport du Québec (Gouvernement du Québec, 2002) Tout d’abord, l’engagement mutuel définit l’essence même de la coconstruction et de la culture de collaboration.


id: jcs-19206
author: Wang, Chenying
date: 2020-11-13
pages: 7
extension: .pdf
mime: application/pdf
words: 3416
sentence: 166
flesch: 59
cache: cache/jcs-19206.pdf
txt: txt/jcs-19206.txt
title:
  Wrestling with “Will to Truth” in Early Childhood Education: Cracking Spaces for Multiplicity and Complexity Through Poetry

summary:
  You wonder: When children squabble should I step in and model conflict resolution skills that are suggested by that influential professional magazine for early childhood educators? This article intends to provoke ongoing conversations in the early childhood education context about “will to truth,” which Glenda MacNaughton regards as the intent to know and determine the “normal” and “preferred” ways to think, act, and feel as early childhood educators.


id: jcs-18102
author: Bas, Japji Anna
title: Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators
date: 2018-03-17
pages: 16
extension: .pdf
mime: application/pdf
words: 9033
sentence: 326
flesch: 52
cache: cache/jcs-18102.pdf
txt: txt/jcs-18102.txt
summary:
  Research directly with child participants was based on the mosaic approach (Clark & Moss, 2001) to facilitate a participatory process. During Phase I, the parents of child participants were asked to complete a short survey including both demographic information mirroring that available in school board statistics about the school and questions regarding the child’s eating habits.


id: jcs-19174
author: Sheppard, Lindsay C.; Raby, Rebecca; Lehmann, Wolfgang; Easterbrook, Riley
title: Grill Guys and Drive-Thru Girls: Discourses of Gender in Young People’s Part-Time Work
date: 2019-09-19
pages: 14
extension: .pdf
mime: application/pdf
words: 8741
sentence: 400
flesch: 57
cache: cache/jcs-19174.pdf
txt: txt/jcs-19174.txt
summary:
  Diversions from gender-typical work Although most of the young workers in our study engaged in gender-typical work, some spoke of experiences with gender nontypical work, or imagined what it would be like. Jane spoke about her previous experiences with newspaper delivery, highlighting how there were both benefits and drawbacks to engaging in gender nontypical work and how people’s reactions to girls who deliver papers, although positive, still reproduce dominant gender expectations.


id: jcs-18262
author: Murris, Karin; Reynolds, Rose-Anne; Peers, Joanne
date: 2018-06-08
pages: 15
extension: .pdf
mime: application/pdf
words: 6898
sentence: 374
flesch: 54
cache: cache/jcs-18262.pdf
txt: txt/jcs-18262.txt
title:
  Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene: Posthuman Child and the Family (Tree)

summary:
  Key words: posthuman child; Reggio Emilia; autopoiesis; sympoiesis; environmental education; teacher education SPRING/PRINTEMPS 2018 16 Vol. 43 What stood out for the students as an expression of “child as iii” (posthuman child) was this: We need to define the role of the adult, not as a transmitter but as a creator of relationships—relationships not only between people but also between things, between thoughts, with the environment.


id: jcs-19172
author: Barriage, Sarah; Searles, Darcey K.
date: 2019-09-19
pages: 24
extension: .pdf
mime: application/pdf
words: 10609
sentence: 572
flesch: 61
cache: cache/jcs-19172.pdf
txt: txt/jcs-19172.txt
title:
  “Okay Okay Okay, Now the Video Is On”: An Analysis of Young Children’s Orientations to the Video Camera in Recordings of Family Interactions

summary:
  Table 3 Types of Parent Orientation to the Video Camera Preceding Child’s Orientation Types of Orientation Description of Orientation Number of Orientations Interacts with camera 46 Adjusts camera adjusts camera angle/positioning (without moving it) 16 Moves camera moves camera to another location 14 Roving camera holds camera while recording 8 Turns on camera begins video recording 5 Approaches camera moves toward camera 3 Talks about camera 29 Directive issues directive to child related to presence of video camera 16 Mentions camera says something about the camera 11 Mentions research says something about the research study 2 Performs for camera 3 Waves to camera waves to/for the camera 2 Talks to camera says something to/for the camera 1 Interacts with camera. Orientations to the Video Camera Type of Orientation Description of Orientation Number of Orientations Talks about camera 77 Mentions camera says something or asks about the camera (including embodied actions) 68 Mentions research says something about the research or the researcher(s) 6 Asks to watch video asks to watch the video recording 3 Camera-directed talk/actions 75 Talks to camera says something to/for the camera 25 Sings sings to/for the camera 14 Makes faces makes faces to/for the camera 13 Puts face close to camera puts face near the camera lens 9 Puts object in front of camera puts object in front of camera lens 7 Waves waves to/for the camera 4 Dances dances to/for the camera 3 Interacts with camera 40 Looks in viewfinder looks through the camera’s viewfinder 16 Looks at self in viewfinder puts part of own body (e.g., arm, hand) in front of camera lens while looking through viewfinder 6 Commentary talks about what is seen through viewfinder 5 Moves camera moves camera to another location 5 Touches camera touches camera (without moving it) 5 Adjusts camera adjusts camera angle/positioning (without moving it) 3 Other 3 SEPTEMBER 2019 24 Vol.


id: jcs-18330
author: Berry, Alex; Pollitt, Jo; Nelson, Narda; Hodgins, B. Denise; Wintoneak, Vanessa
title: Dis/orientating the Early Childhood Sensorium: A Palate Making Menu for Public Pedagogy
date: 2022-06-16
pages: 18
extension: .pdf
mime: application/pdf
words: 7905
sentence: 467
flesch: 51
cache: cache/jcs-18330.pdf
txt: txt/jcs-18330.txt
summary:
  Key words: research-creation; early childhood education; climate; pedagogy; children’s museum JUNE 2022 75 Vol. Continuing the Colloquium and Exhibit’s intentions to disorient familiar practices in early childhood education and distort our settler sensoria, our troubling Exhibit story tries to unsettle mainstream desires of tasting virtue or satiating cravings to feel superior as humans.


id: jcs-19060
author: Nelson, Narda
title: From Teaching to Thinking to Situating Practice
date: 2019-07-05
pages: 4
extension: .pdf
mime: application/pdf
words: 1831
sentence: 75
flesch: 46
cache: cache/jcs-19060.pdf
txt: txt/jcs-19060.txt
summary:
  It will appeal to early childhood educators, administrators, pedagogical facilitators, and practitioners who are interested in challenging prescriptive approaches to curriculum and pedagogy through self-actualization and reflective practice while retaining a child-centered focus. The first three chapters explore “The Heart of Education” (p. 32), “Creating a Culture of Inquiry” (p. 52), and “Rethinking Professional Learning” (p. 72), asking pedagogical leaders to reconsider their purpose through explorations of taken-for-granted terms and responsibilities in ECE, such as what it means to be reflective versus reactive in pedagogical practice.


id: jcs-19171
author: Burton, Julian
title: Look at Us, We Have Anxiety: Youth, Memes, and the Power of Online Cultural Politics
date: 2019-09-19
pages: 15
extension: .pdf
mime: application/pdf
words: 8323
sentence: 359
flesch: 47
cache: cache/jcs-19171.pdf
txt: txt/jcs-19171.txt
summary:
  I argue that understanding the cultural power of memes and other aspects of online remix culture is vital to theorizing contemporary politics, to analyzing the experiences and identities of contemporary youth, and to preventing the worst eventualities the increasing significance of online cultural politics may enable. Impact and the future Like most technological and social changes, the rise of memes and of remix culture and online cultural politics more generally has the potential to do both good and harm.


id: jcs-19339
author: Scheffel, Tara-Lynn; McKee, Lori
title: Uniting Generations: Intergenerational and Universal-themed Picturebook Recommendations
date: 2019-12-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4106
sentence: 267
flesch: 59
cache: cache/jcs-19339.pdf
txt: txt/jcs-19339.txt
summary:
  Thus, we selected picturebooks that could be used either in classrooms with young children to discuss intergenerational principles or prepare children for participation in an intergenerational program, or within an intergenerational program with elders and young children. In making our selections, we recognized the abundance of intergenerational picturebooks focused on relationships between grandparents and grandchildren (see Scheffel, 2015) but also those that recognize multifaceted elder roles (caring, wise, useful) that Doiron and Lees (2009) observed with senior volunteers in schools.


id: jcs-19328
author: Sorzio, Paolo; Campbell-Barr, Verity
date: 2019-12-22
pages: 12
extension: .pdf
mime: application/pdf
words: 6640
sentence: 297
flesch: 38
cache: cache/jcs-19328.pdf
txt: txt/jcs-19328.txt
title:
  The Reggio Approach in Motion: Documenting Experiences, Reflecting on Practice, and Disseminating the Ideas

summary:
  One founding text of the Reggio approach as cultural object is The Hundred Languages in Ministories (Teachers and Children from Reggio Emilia, 2016). (Teachers and Children from Reggio Emilia, 2016, p. 4).


id: jcs-19210
author: Sinclair, Karen
title: Unsettling Discourses of Cultural Competence
date: 2019-10-23
pages: 11
extension: .pdf
mime: application/pdf
words: 6308
sentence: 371
flesch: 43
cache: cache/jcs-19210.pdf
txt: txt/jcs-19210.txt
summary:
  Her PhD explored early years educators’ understandings and perspectives of cultural competence. This article argues that dominant discourses of cultural competence generate an “authoritative consensus about what needs to be done … and how it should be done” and is represented as a regime of truth (Foucault, 1980) that at times does not benefit Aboriginal children.


id: jcs-18577
author: Huber, Janice; Caine, Vera; Murphy, M. Shaun; Lessard, Sean; Menon, Jinny; Clandinin, D. Jean
date: 2018-11-20
pages: 12
extension: .pdf
mime: application/pdf
words: 7184
sentence: 400
flesch: 63
cache: cache/jcs-18577.pdf
txt: txt/jcs-18577.txt
title:
  A Narrative Inquiry Into the Experiences of Urban Indigenous Families As They Ready Their Children For, and During, Kindergarten

summary:
  The link to this thread is not meant to dwell in this painful past but to name its existence and relevance to stories that are shaping school experiences in the present. No. 2 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH their life situations are unique; families wish for mutual respect and collaboration between school and family; respect is significant; families are invested in their children doing well in schools; siblings shape stories of school readiness; and intergenerational stories and places shape readiness.


id: jcs-19337
author: Mansilla, Juan C.; Mejía Betancur, Liliana; Queiroz Lambach, Claudia
date: 2019-12-22
pages: 8
extension: .pdf
mime: application/pdf
words: 4519
sentence: 229
flesch: 49
cache: cache/jcs-19337.pdf
txt: txt/jcs-19337.txt
title:
  Transmedial Worlds with Social Impact: Exploring Intergenerational Learning in Collaborative Video Game Design

summary:
  This way, elder and child participants were able, not only to cooperate in a technological challenge using phygital resources, but also to know more about the individuals in their teams (their names, ages, classes in school, etc.). This article’s focus is the creation of intergenerational game design experiences supported by phygital video games (i.e., games that feature both digital and physical elements) for children 8–12 years of age and elders 65 years and over living in Paris and Bagnolet, France.


id: jcs-19207
author: Hamm, Catherine
title: Foregrounding Indigenous Worldviews in Early Childhood
date: 2019-10-23
pages: 5
extension: .pdf
mime: application/pdf
words: 2019
sentence: 139
flesch: 63
cache: cache/jcs-19207.pdf
txt: txt/jcs-19207.txt
summary:
  This is a nice move into another provocation: How might everyday moments of teaching and learning refigure Indigenous presences on unceded lands and territories? Sue: Everyday moments of teaching need to refer to the continued presence of Indigenous people in the here and now, not as a past that is lost and extinguished or existing in another place where Aboriginality is “more” authentic. In the meantime, engage the children with resources that have been constructed with or in partnership with Indigenous people, and always acknowledge the source.


id: jcs-19142
author: Reddington, Sarah
date: 2020-11-13
pages: 12
extension: .pdf
mime: application/pdf
words: 7241
sentence: 379
flesch: 62
cache: cache/jcs-19142.pdf
txt: txt/jcs-19142.txt
title:
  Early Childhood Educators’ Understandings of How Young Children Perform Gender During Unstructured Play

summary:
  While the Capable, Confident, and Curious curriculum framework (DEECD, 2018) points out the importance of ECEs giving children opportunities to explore “gender roles, identities and fluidity” (p. 51), we see in this research that the children’s own ideas and beliefs about gender are already deeply engrained within a traditional heteronormative framework, and thus ECEs must critically reflect on the impact regulatory gender norms have on young children’s identities and self-expression. Gender play: Girls and boys in school.


id: jcs-19208
author: Kinkead-Clark, Zoyah; Hardacre, Charlotte
date: 2019-10-23
pages: 15
extension: .pdf
mime: application/pdf
words: 7346
sentence: 354
flesch: 45
cache: cache/jcs-19208.pdf
txt: txt/jcs-19208.txt
title:
  Unpacking the Mechanisms Shaping Perceptions of Quality in Early Childhood Education Research and Practice as Illuminated by Cross- Cultural Conversations Between Practitioners from Britain and Jamaica

summary:
  This more open definition is instructive for researchers seeking to engage with, and contribute to, the knowledge base for quality ECE research, as it calls for critical evaluation of the suppositional barriers which may enclose or exclude rightful knowledge (Mullett, Openjuru, & Jaitli, 2015). Decolonising research practices with the ethics of care.


id: jcs-19331
author: Boucher, Kelly
date: 2019-12-22
pages: 10
extension: .pdf
mime: application/pdf
words: 5786
sentence: 318
flesch: 55
cache: cache/jcs-19331.pdf
txt: txt/jcs-19331.txt
title:
  Responding to Reggio Emilia: Researching with Materials to Cultivate an Ecology of Practice in Early Childhood Education

summary:
  As an artist and teacher, I am excited to push boundaries and shift how we engage in material practices in early childhood education. In doing this work, my risk taking for and accountability to materials practices has transformed my initial Reggio inspirations from starting-points into radical relationalities with materials in situated Australian contexts.


id: jcs-19176
author: Fitzsimmons Frey, Heather
date: 2019-09-19
pages: 21
extension: .pdf
mime: application/pdf
words: 12357
sentence: 571
flesch: 58
cache: cache/jcs-19176.pdf
txt: txt/jcs-19176.txt
title:
  “A Place Where It Was Acceptable To Be Unacceptable”: Twenty-First-Century Girls Encounter Nineteenth-Century Girls Through Amateur Theatricals and Dance

summary:
  For each vignette I describe the pivotal research questions, and then I focus on moments when girl participants radically influenced my process, analysis, and understanding, not only of 19th-century amateur theatre practices, but of the way this methodology engages with girls today. As their bodies make discoveries about, and perhaps relationships with, 19th-century girls, it is their minds, their ideas, their flashes of insights, and their critical reflections that have the potential to instigate social change, aligning their experiences with the rights-based approach to girl studies research.


id: jcs-19212
author: Ospina Tascón, Vivian Lissette; Calderón García, Tatiana; Packer, Martin J.
title: Interculturality or Government of Childhood? Challenges of Indigenous Child Care in Colombia
date: 2019-10-23
pages: 13
extension: .pdf
mime: application/pdf
words: 7440
sentence: 379
flesch: 50
cache: cache/jcs-19212.pdf
txt: txt/jcs-19212.txt
summary:
  Child care and the development of young children (0–2). A profile approach to child care quality, quantity, and type of setting: Parent selection of infant child care arrangements.


id: jcs-19215
author: Somerville, Margaret; Powell, Sarah; Trist, Narelle
title: Being-Country in Urban Places: Naming the World Through Australian Aboriginal Pedagogies
date: 2019-10-23
pages: 14
extension: .pdf
mime: application/pdf
words: 7453
sentence: 430
flesch: 60
cache: cache/jcs-19215.pdf
txt: txt/jcs-19215.txt
summary:
  The preschool provides for children from a range of ethnicities, including Aboriginal children. Narelle’s approach to working with children, her emergent Indigenous pedagogies, intersected effectively with Sarah’s embodied approach to music and movement, where stories and song and listening are a physically enacted literacy of experience.


id: jcs-19178
author: Volk, Anthony A.; Mitchell, Richard C.; Khan, Tauhid
title: The Power of Civility: A Transdisciplinary Examination of Adolescent Social Power and Bullying
date: 2019-09-19
pages: 19
extension: .pdf
mime: application/pdf
words: 11025
sentence: 680
flesch: 46
cache: cache/jcs-19178.pdf
txt: txt/jcs-19178.txt
summary:
  Some bullying intervention efforts have already begun to use transdisciplinary research efforts (e.g., PREVNet in Canada), but in general the field has been slow to adopt transdisciplinary research as a main pillar of research and intervention efforts (Marini & Volk, 2017). No. 3 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH humility, and civility can represent a medium that could facilitate future transdisciplinary bullying research.


id: jcs-18779
author: Bjartveit, Carolyn; Kinzel, Cheryl
date: 2019-02-05
pages: 12
extension: .pdf
mime: application/pdf
words: 7102
sentence: 398
flesch: 49
cache: cache/jcs-18779.pdf
txt: txt/jcs-18779.txt
title:
  Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education

summary:
  And what can result when intercultural dialogue is not initiated and supported in ECE playrooms and classrooms? ECE curriculum frameworks in Canada Carolyn: While early learning curriculum frameworks are being implemented across Canada, a subgroup of the PLC is extending an invitation and asking educators and professionals to participate in critical conversations about difference and diversity and how it is reflected in the Alberta ELCC curriculum framework. Troubling settlerness in early childhood curriculum development.


id: jcs-18786
author: Campbell-Barr, Verity
title: Professional Knowledges for Early Childhood Education and Care
date: 2019-02-05
pages: 13
extension: .pdf
mime: application/pdf
words: 7096
sentence: 363
flesch: 44
cache: cache/jcs-18786.pdf
txt: txt/jcs-18786.txt
summary:
  Email: verity.campbell-barr@plymouth.ac.uk Specialized knowledge is core to the identification of a profession (Young & Muller, 2014), but within early childhood education and care (ECEC), concepts of professional knowledge are much debated. This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge).


id: jcs-18575
author: Montreuil, Marjorie; Noronha, Crystal; Floriani, Nadia; Carnevale, Franco A.
title: Children’s Moral Agency: An Interdisciplinary Scoping Review
date: 2018-11-20
pages: 14
extension: .pdf
mime: application/pdf
words: 7478
sentence: 386
flesch: 49
cache: cache/jcs-18575.pdf
txt: txt/jcs-18575.txt
summary:
  Moral agency as a competence influenced by the context Another trend we identified presented moral agency as a skill or competence that can be taught and that is influenced by the socio-political context in which the child develops. Inconsistencies have been noted in how moral agency is conceived in childhood (Montreuil & Carnevale, 2016).


id: jcs-18264
title: With(in) the Forest: (Re)conceptualizing Pedagogies of Care
date: 2018-06-08
pages: 16
extension: .pdf
mime: application/pdf
words: 9529
sentence: 470
flesch: 56
cache: cache/jcs-18264.pdf
txt: txt/jcs-18264.txt
author:
  Woods, Haro; Nelson, Narda; Yazbeck, Sherri-Lynn; Danis, Ildikó; Elliott, Deanna; Wilson, Julia; Payjack, Johanna; Pickup, Anne

summary:
  As Veronica Pacini-Ketchabaw and Affrica Taylor (2015) point out: The recognition that … critical changes in earth systems are primarily human-induced carries ethical implications for early childhood pedagogies. Following watery relations in early childhood pedagogies.


id: jcs-19335
author: Farrow, Michael J.; Farrow, JeanMarie
title: Recognizing Intergenerational Assets Within Religious Communities of Colour
date: 2019-12-22
pages: 14
extension: .pdf
mime: application/pdf
words: 7793
sentence: 444
flesch: 42
cache: cache/jcs-19335.pdf
txt: txt/jcs-19335.txt
summary:
  Therefore, the preponderance of children of colour entering school at a disadvantage dominates perspectives and consequently erases the advantages and strengths in language children of colour bring to the classroom. The authors concluded that child language ability may be a moderator of teacher input.


id: jcs-19400
author: Heino, Jeannette
title: Creating Connections to Land through Art: Allowing Curiosity to Take the Lead in Urban Spaces
date: 2020-01-17
pages: 8
extension: .pdf
mime: application/pdf
words: 4151
sentence: 190
flesch: 65
cache: cache/jcs-19400.pdf
txt: txt/jcs-19400.txt
summary:
  The purpose of this article is to consider how a series of metal tree art installations called our attention to the land we are on and the pedagogical possibilities that arose when we listened to questions proposed by both educators and the children in our care. Over her 14-year career, her experiences have led her on a journey of studying what it means to “live in question,” learning alongside both colleagues and children.


id: jcs-19058
author: Bjartveit, Carolyn; Smey Carston, Cathy; Baxtor, Joanne; Hart, Jennifer; Greenidge, Cheryl
date: 2019-02-05
pages: 11
extension: .pdf
mime: application/pdf
words: 5924
sentence: 288
flesch: 48
cache: cache/jcs-19058.pdf
txt: txt/jcs-19058.txt
title:
  The Living Wall: Implementing and Interpreting Pedagogical Documentation in Specialized ELCC Settings

summary:
  She is co-lead (with Joanne Baxter) of the exploration of implementation approaches for the Alberta Early Learning and Child Care Curriculum Framework project, funded by the Ministry of Children’s Services and Alberta Education. She is co-lead (with Cathy Smey Carston) of the exploration of implementation approaches for the Alberta Early Learning and Child Care Curriculum Framework project, funded by the Ministry of Children’s Services and Alberta Education.


id: jcs-18777
author: Deneault, Joane; Lefebvre, Odette
date: 2019-02-05
pages: 14
extension: .pdf
mime: application/pdf
words: 8137
sentence: 401
flesch: 55
cache: cache/jcs-18777.pdf
txt: txt/jcs-18777.txt
title:
  Implanter des ateliers d’expression créatrice et vouloir se former à les animer : l’histoire d’un partenariat autour d’apprentissages professionnels dans le secteur de la petite enfance

summary:
  Démontrer la pertinence sociale de nouveaux apprentissages professionnels en les reliant aux besoins locaux identifiés dans le milieu et à la cause des enfants. (éducatrice, Maison des familles, Rimouski) L’accueil de l’expression exige de se décentrer de soi, de ses conceptions et attentes (même quant au plaisir que devraient générer les ateliers et à la façon dont l’enfant devrait le manifester).


id: jcs-18782
author: Jones, Michelle; Richardson, Brooke; Powell, Alana
title: Reconceptualizing Our Work: The Connection Between ECE Students and Political Action
date: 2019-02-05
pages: 11
extension: .pdf
mime: application/pdf
words: 6954
sentence: 321
flesch: 48
cache: cache/jcs-18782.pdf
txt: txt/jcs-18782.txt
summary:
  Key words: student movements; Canadian child care movement; higher education; child care policy; early childhood educator WINTER/HIVER 2019 124 Vol. 44 However, in 2018, federal leadership on child care policy is still significantly lacking and the child care and allied women’s movements are struggling to rebuild.


id: jcs-19203
author: Huston, Lori; Mason, Elder Brenda; Loon, Roxanne
date: 2020-11-13
pages: 14
extension: .pdf
mime: application/pdf
words: 7611
sentence: 417
flesch: 53
cache: cache/jcs-19203.pdf
txt: txt/jcs-19203.txt
title:
  Culturally Responsive Indigeneity of Relations: SPARK Conference 2019 Sharing Circle: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators

summary:
  We demonstrated how culturally responsive Indigeneity of relations is embedded in ways of knowing and practices of Indigenous education and research. Teaching by the medicine wheel: An Anishinaabe framework for Indigenous education.


id: jcs-19402
author: Pratezina, Jessica
title: Early Years Education and Care in Canada: A Historical and Philosophical Overview – A Review
date: 2020-01-17
pages: 6
extension: .pdf
mime: application/pdf
words: 3588
sentence: 154
flesch: 49
cache: cache/jcs-19402.pdf
txt: txt/jcs-19402.txt
summary:
  In my work, Fung’s chapter calls me to consider children’s experiences through the multivalent lens of faith, interweaving rather than segregating the domains of child development. Her SSHRC-funded thesis is a study of the experiences of children and youth who were raised in and then left alternative religions.


id: jcs-19932
author: Berger, Iris; van Groll, Nancy; Vericat Rocha, Áurea
date: 2020-11-13
pages: 4
extension: .pdf
mime: application/pdf
words: 1459
sentence: 52
flesch: 36
cache: cache/jcs-19932.pdf
txt: txt/jcs-19932.txt
title:
  Editorial: Thinking with/in/through Binaries and Boundaries: Sparking Necessary and Ongoing Conversations in Early Childhood Education

summary:
  We would like to acknowledge the generous contributions the SPARK 2019 conference received from UBC’s Early Childhood Education Program and the Centre for Early Childhood Education and Research, as well as from the Departments of Educational and Counselling Psychology, and Special Education; Educational Studies; Language and Literacy Education; Curriculum and Pedagogy; and Kinesiology. NOVEMBER 2020 1 Vol. 45 No. 4 JOURNAL OF CHILDHOOD STUDIES FROM THE GUEST EDITOR Thinking with/in/through Binaries and Boundaries: Sparking Necessary and Ongoing Conversations in Early Childhood Education Iris Berger, Nancy van Groll, and Áurea Vericat Rocha, Guest Editors SPARK:


id: jcs-18775
author: Roach O'Keefe, Alaina; Hooper, Sonya; Jakubiec, Brittany A.E.
title: Exploring early childhood educators’ notions about professionalism in Prince Edward Island
date: 2019-02-05
pages: 17
extension: .pdf
mime: application/pdf
words: 9150
sentence: 486
flesch: 52
cache: cache/jcs-18775.pdf
txt: txt/jcs-18775.txt
summary:
  Knowledge, practice, and the shaping of early childhood professionalism. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice.


id: jcs-19056
author: Antonsen, Connie M.
title: Children’s Bodies in British Columbia’s Child Care Regulations: A Critical Discourse Analysis
date: 2019-07-05
pages: 12
extension: .pdf
mime: application/pdf
words: 7105
sentence: 346
flesch: 47
cache: cache/jcs-19056.pdf
txt: txt/jcs-19056.txt
summary:
  Community care and assisted living act: Child care licensing regulation. Child care licensing regulation: Information package.


id: jcs-19340
author: Gleeson, Judy
date: 2019-12-22
pages: 5
extension: .pdf
mime: application/pdf
words: 2455
sentence: 122
flesch: 50
cache: cache/jcs-19340.pdf
txt: txt/jcs-19340.txt
title:
  Planting Seeds: Fostering Preschool Children’s Interactions with Nature and Enhancing Intergenerational Relationships in a Campus Community Garden

summary:
  Children and nature Children need nature. (Wells, Jimenez, & Martensson, 2018) Numerous research studies have found that children are increasingly disconnected from nature, choosing to spend much of their time indoors watching television and on computer screens (Hofferth, 2010; Louv, 2005; Rideout, Foehr, & Roberts, 2010).


id: jcs-19338
author: McKee, Lori; Scheffel, Tara-Lynn
date: 2019-12-22
pages: 9
extension: .pdf
mime: application/pdf
words: 3878
sentence: 192
flesch: 44
cache: cache/jcs-19338.pdf
txt: txt/jcs-19338.txt
title:
  Learning Together: Our Reflections on Connecting People and Practices in Intergenerational Meaning-Making Experiences

summary:
  44 No. 5 JOURNAL OF CHILDHOOD STUDIES IDEAS FROM PRACTICE Intergenerational experiences In this section, we provide an overview of the range of intergenerational experiences that form the basis of our reflection (See Table 1). We use the term intergenerational experiences to encompass elder-child interactions within program-type experiences that included elders and children.


id: jcs-19334
author: Heydon, Rachel
date: 2019-12-22
pages: 5
extension: .pdf
mime: application/pdf
words: 2559
sentence: 164
flesch: 46
cache: cache/jcs-19334.pdf
txt: txt/jcs-19334.txt
title:
  From the Guest Editor - Reconceptualizing Children, Teaching, and Learning Through Inter/Intragenerational Educational Opportunities

summary:
  A special subsection of intergenerational programming is intergenerational learning programs. My own involvement in this kind of research has found that intergenerational learning programs can expand people’s literacy options across the lifespan (Heydon, 2013), help participants forge and deepen different kinds of connections through literacy practices (e.g., among young and old, institutions, and community partners and organizations; Heydon, McKee, & O’Neill, 2018), and create expansive identity options for people, including identities based in folks seeing themselves having something valuable to communicate and the means to do so (Heydon, 2007).


id: jcs-19211
author: Shawana, Ramona; Tucker, Alana; Speir, Sharon
title: Cultural Intersections, Pedagogical Encounters, and Ethical Disruptions
date: 2019-10-23
pages: 9
extension: .pdf
mime: application/pdf
words: 4293
sentence: 258
flesch: 61
cache: cache/jcs-19211.pdf
txt: txt/jcs-19211.txt
summary:
  Other children: Her interests include emergent curriculum, inquiry-based teaching, and fostering relationships with children and their families.


id: jcs-19397
author: Kinzel, Cheryl
title: Indigenous Knowledge in Early Childhood Education: Building a Nest for Reconciliation
date: 2020-01-17
pages: 14
extension: .pdf
mime: application/pdf
words: 7439
sentence: 365
flesch: 38
cache: cache/jcs-19397.pdf
txt: txt/jcs-19397.txt
summary:
  Ultimately, because of the importance of local place-based knowledge and connection, it is vital that Indigenous knowledge traditions and research involving Indigenous knowledges be validated by local Indigenous communities. A research study exploring how Indigenous knowledges were experienced by non-Indigenous students in an ECE diploma program at a Canadian college represents a step in the direction of meeting Call to Action #12 under the heading of Education: “We call upon the federal, provincial, territorial and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families” (National Centre for Truth and Reconciliation, 2015, p. 2).


id: jcs-19179
author: Shoemaker, Leah
title: Becoming with/beside/in Feminist Research for 21st-Century Childhoods
date: 2019-09-19
pages: 7
extension: .pdf
mime: application/pdf
words: 4038
sentence: 200
flesch: 57
cache: cache/jcs-19179.pdf
txt: txt/jcs-19179.txt
summary:
  The ideas coming through Feminist Research specifically provoke me to question the dominant discourse of process within early childhood education as the authors explore material agency, history, and the process of making. In settler-colonial nations, such as the one where I have made a home, these discussions tie into the ways that early childhood education is positioned within relations to the land and reconciliation with Indigenous people.


id: jcs-19329
author: Trew, Valerie; Squires, Kimberly
date: 2019-12-22
pages: 11
extension: .pdf
mime: application/pdf
words: 4775
sentence: 220
flesch: 51
cache: cache/jcs-19329.pdf
txt: txt/jcs-19329.txt
title:
  Encounters with Reggio Emilia: Relationships, Equality, and Citizenship in Our Early Learning Setting

summary:
  The post-World War II social and political conditions, along with the northern Italian culture that gave rise to this revolutionary early learning pedagogy, were instrumental in the evolution of an approach that incorporates the values of democracy and recognizes children as full, participating citizens. Central to these relationships is an image of the child as competent, strong, powerful, and, most importantly, connected—to adults, children, environments, materials, and communities (McNally & Slutsky, 2017).


id: jcs-19911
author: Kweon, Leigh Mean Seo
title: Living with Time
date: 2020-10-20
pages: 11
extension: .pdf
mime: application/pdf
words: 5324
sentence: 301
flesch: 66
cache: cache/jcs-19911.pdf
txt: txt/jcs-19911.txt
summary:
  Time in early childhood: Creative possibilities with different conceptions of time. I believe that this moment shows us how living time with the forest taught us not only to listen to others, but also to reflect on our own being and to be transformed.


id: jcs-19175
author: Cui, Dan
date: 2019-09-19
pages: 15
extension: .pdf
mime: application/pdf
words: 9089
sentence: 461
flesch: 52
cache: cache/jcs-19175.pdf
txt: txt/jcs-19175.txt
title:
  Model Minority Stereotype and Racialized Habitus: Chinese Canadian Youth Struggling with Racial Discrimination at School

summary:
  This deficit is partly due to the “model minority” discourse, which depicts Chinese students as academic achievers (Peterson, 1966a), leading their struggles as members of a racialized minority group to be less visible to academics. Finally, I will discuss three problematic connotations associated with the model minority stereotype, including foreign competitors and antisocial nerds, undesirable immigrants, and weak and obedient targets of bullying, all of which are evidenced in a recent example from Canadian media (“Too Asian?”, Findlay & Köhler, 2010) and in my own interview data with Chinese students.


id: jcs-19173
author: Do Nascimento, Ashley
date: 2019-09-19
pages: 14
extension: .pdf
mime: application/pdf
words: 8358
sentence: 395
flesch: 53
cache: cache/jcs-19173.pdf
txt: txt/jcs-19173.txt
title:
  “Rain, Rain, Go Away!” Engaging Rain Pedagogies in Practices With Children: From Water Politics to Environmental Education

summary:
  In their study focused on water management, Moraes and Perkins found that women of colour were often left outside of political engagement in water practices, which was further complicated by lack of childcare, location, effects of climate change, and poor health because of polluted waters. Such understandings of how race and gender intersect with water practices lend further points of contention to how we engage with water discourses, practices, and uses globally, suggesting that attention should be paid to more-than-human possibilities for thinking alongside water and considering the racial and gendered politics that drown out other possibilities.


id: jcs-19971
author: Rose, Sherry ; Stewart, Kim; Gallagher, Candace; Malins, Pam
title: Thinking with Doors and Perspectives: Reimagining Early Childhood Spaces
date: 2021-10-25
pages: 7
extension: .pdf
mime: application/pdf
words: 3798
sentence: 188
flesch: 53
cache: cache/jcs-19971.pdf
txt: txt/jcs-19971.txt
summary:
  Her current research investigates the educational pathways of early childhood educators in Eastern Canada. Specifically, we think with actual and virtual doors as producers and enablers to create spaces where early childhood educators might collaboratively interrogate how materiality and socially constructed hierarchies are embedded in the inequities that separate us, inequities further exposed and exacerbated by the COVID-19 pandemic.


id: jcs-20385
author: Pacini-Ketchabaw, Veronica ; Prentice, Susan
title: Early Childhood Education in Canada During a Pandemic
date: 2021-10-25
pages: 2
extension: .pdf
mime: application/pdf
words: 952
sentence: 36
flesch: 45
cache: cache/jcs-20385.pdf
txt: txt/jcs-20385.txt
summary:
  Bringing together children, their families—especially their mothers— and early childhood educators, early childhood is nested in a multilayered ecosystem. Writing with a communal disposition, they highlight the perspectives of a mother, a director, and an educator to open doors in early childhood education in times of crisis.


id: jcs-19401
author: Floom, Rachael; Janzen, Melanie
title: A Critique of a Child-Centered Curriculum
date: 2020-01-17
pages: 9
extension: .pdf
mime: application/pdf
words: 4683
sentence: 184
flesch: 53
cache: cache/jcs-19401.pdf
txt: txt/jcs-19401.txt
summary:
  Why are these outcomes important for kindergarten children? She uses critical perspectives to explore the interrelated workings of power and discourses, particularly as they relate to the identities of teachers and children.


id: jcs-19981
author: Hoy, Selena L.; Lea, Jessica L.; Flynn, Erin E.
title: Dinner at Dinosaurland: Invention, Dialogue, & Solidarity in the Early Childhood Classroom
date: 2021-07-07
pages: 12
extension: .pdf
mime: application/pdf
words: 4197
sentence: 347
flesch: 74
cache: cache/jcs-19981.pdf
txt: txt/jcs-19981.txt
summary:
  We will show how one group of children used this newfound classroom space to build an invent- ed world together, and in the process, exchange and sustain ideas in ways not often attributed to young children. No. 2 JOURNAL OF CHILDHOOD STUDIES IDEAS FROM PRACTICE story circles center the ideas and authorship of young children, envisioning children as the support for one anoth- er’s learning.


id: jcs-19581
author: Gerlach, Alison; Gulamhusein, Shemine; Varley, Leslie; Perron, Magnolia
date: 2021-07-07
pages: 19
extension: .pdf
mime: application/pdf
words: 10062
sentence: 501
flesch: 46
cache: cache/jcs-19581.pdf
txt: txt/jcs-19581.txt
title:
  Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia

summary:
  Ultimately, as outlined in the Indigenous ELCC Framework (Government of Canada et al., 2018), strategic transformations in ELCC structures, operations, and programs that are controlled and directed by Indigenous leadership are fundamental to redressing the intergenerational impacts of colonialism and realizing the potential of Indigenous ELCC programs to make a difference in the life chances of Indigenous children in this country. In British Columbia (BC), closure of a prominent Indigenous ELCC program prompted a study of some of the key factors influencing the operation of Indigenous ELCC programs in BC.


id: jcs-20254
author: Douglas, Sherine
title: A Critical Book Review of I’ve Been Meaning to Tell You: A Letter to My Daughter by David Chariandy
date: 2021-12-21
pages: 7
extension: .pdf
mime: application/pdf
words: 3750
sentence: 151
flesch: 55
cache: cache/jcs-20254.pdf
txt: txt/jcs-20254.txt
summary:
  utoronto.ca Chariandy, David. I’ve Been Meaning to Tell You is a letter written by Chariandy in 2018, revealing to his 13-year-old daughter the current state of racial tensions in Canada carried from a history of colonial rule and power.


id: jcs-19214
author: Motegi, Natsuko
title: Reconciliation as Relationship: Exploring Indigenous Cultures and Perspectives Through Stories
date: 2019-10-23
pages: 16
extension: .pdf
mime: application/pdf
words: 7827
sentence: 478
flesch: 71
cache: cache/jcs-19214.pdf
txt: txt/jcs-19214.txt
summary:
  Through exploring Indigenous stories, both the educators and the children shared their wonderings and coconstructed the meanings of them. The serpent players made more double-headed serpents over a few days, and we wondered if other children would like to try making one.


id: jcs-19925
author: Gaches, Sonya
title: Can I Share Your Ideas With the World? Young Children’s Consent in the Research Process
date: 2021-07-07
pages: 14
extension: .pdf
mime: application/pdf
words: 8227
sentence: 385
flesch: 59
cache: cache/jcs-19925.pdf
txt: txt/jcs-19925.txt
summary:
  Graham et al. (2013) and Graham, Powell, and Taylor (2015) argue that this special relationship and indicative respect between researcher and potential research participant must also be extended to young child research participants. However, the promise of young children being perceived as capable and confident and having their participation rights fully recognized is a journey that has been fraught with more than a few bumps in the road and plenty of uneven, uncertain footing.


id: jcs-20271
author: Binnendyk, Sarah
title: Reconceptualization of Inclusion through Anti-Bias Curriculum
date: 2022-04-09
pages: 7
extension: .pdf
mime: application/pdf
words: 3769
sentence: 165
flesch: 48
cache: cache/jcs-20271.pdf
txt: txt/jcs-20271.txt
summary:
  Moving beyond anti-bias activities: Supporting the development of anti-bias practice. Email: s.binnend@gmail.com This paper reconceptualizes anti-bias curriculum in early years settings.


id: jcs-19209
author: Underwood, Kathryn; Ineese-Nash, Nicole; Haché, Arlene
title: Colonialism in Early Education, Care, and Intervention: A Knowledge Synthesis
date: 2019-10-23
pages: 15
extension: .pdf
mime: application/pdf
words: 7824
sentence: 470
flesch: 40
cache: cache/jcs-19209.pdf
txt: txt/jcs-19209.txt
summary:
  These discussions, as well as previous community meetings, are considered integral to the understanding of Indigenous early childhood disability and experiences of accessing interventions within these communities. Findings from the literature Literature on Indigenous early childhood disability is not extensive in comparison to research literature on childhood disability, particularly clinical studies of specific conditions.


id: jcs-19969
author: O'Brien, Shelley
title: Speculating the Symbio: Possibilities for Multispecies and Multi-Entity World Making in Childhood
date: 2022-04-09
pages: 11
extension: .pdf
mime: application/pdf
words: 6436
sentence: 428
flesch: 72
cache: cache/jcs-19969.pdf
txt: txt/jcs-19969.txt
summary:
  The children are not separate from the microbes, from building, from other children, from toxins, from the landscape and its colonial history, from illumination. Envisioning Black space in environmental education for young children.


id: jcs-20453
author: Warren, Gabrielle Monique
date: 2021-12-21
pages: 7
extension: .pdf
mime: application/pdf
words: 4157
sentence: 191
flesch: 47
cache: cache/jcs-20453.pdf
txt: txt/jcs-20453.txt
title:
  No Children Involved: Open Letter to My Fellow Educators: A review of Equity as Praxis in Early Childhood Education and Care

summary:
  No. 4 JOURNAL OF CHILDHOOD STUDIES REVIEWS OF BOOKS AND RESOURCES literature, one may acquire a critical awareness to “notice” the dominant developmentalist and neoliberal discourses in early childhood education spaces. As early childhood educators dedicated to equity, the question that must be asked is how we might move away entirely from the structures we have inherited.


id: jcs-20026
author: Hudson, Marie-Anne; Huston, Lori
title: We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times
date: 2021-10-25
pages: 10
extension: .pdf
mime: application/pdf
words: 6011
sentence: 313
flesch: 45
cache: cache/jcs-20026.pdf
txt: txt/jcs-20026.txt
summary:
  While we were aware prior to COVID-19 that early learning and child care in Canada was in a fragile state—due in large part to a lack of a national framework or universal access—we became increasingly concerned about how those directly working and interacting with children were managing during the pandemic. And, as the government of Canada moves forward with a national early learning and child care plan that is promised to be a community-based system of quality care (Government of Canada, 2021a), we will continue our advocacy work to remind the policy designers that “universal” is not to be interpreted as “one size fits all” but rather the plan must meet the needs of diverse communities so that high-quality, affordable, inclusive early learning and child care is provided no matter where one lives in Canada.


id: jcs-19308
author: Langford, Rachel
date: 2020-11-13
pages: 15
extension: .pdf
mime: application/pdf
words: 9391
sentence: 490
flesch: 46
cache: cache/jcs-19308.pdf
txt: txt/jcs-19308.txt
title:
  Navigating Reconceptualist and Feminist Ethics of Care Scholarship to Find a Conceptual Space for Rethinking Children’s Needs in Early Childhood Education

summary:
  Another reason for this reluctance is that the early childhood education field already has a pernicious divide between what are perceived as care needs versus education needs. Stephanie Collins (2015, p. 55) in her analysis of the core of care ethics quotes Jaggar (1995) who states that beyond needs, “participants in caring relations also strive to delight and empower each other” (p. 180).


id: jcs-19177
author: Zinga, Dawn; Sirianni Molnar, Danielle; Connolly, Maureen; Tacuri, Natalie
title: Governed and Liberated Bodies: Experiences of Young Female Competitive Dancers
date: 2019-09-19
pages: 14
extension: .pdf
mime: application/pdf
words: 8130
sentence: 385
flesch: 46
cache: cache/jcs-19177.pdf
txt: txt/jcs-19177.txt
summary:
  Kleiner (2009) linked the ballet studio with its mirrors and the constant watching of the ballet instructor and other dancers to Foucault’s (1977a) panopticon. Until competition, dancers have no experience with backstage behaviours, onstage behaviours, and interaction with judges (e.g., scores, critiques), which will come to form a competition habitus, but they do have a sense of dance styles and technique in their studio habitus that may be shifted and informed by judges citing the broader dance world and observations of other dancers.


id: jcs-19949
author: Downey, Adrian M.
title: (Re)Envisioning Childhoods With Mi’kmaw Literatures
date: 2022-04-09
pages: 16
extension: .pdf
mime: application/pdf
words: 9616
sentence: 557
flesch: 54
cache: cache/jcs-19949.pdf
txt: txt/jcs-19949.txt
summary:
  Nxumalo and Cedillo (2017), who suggest Indigenous place-stories as a way of disrupting colonial relationships with place in early childhood education, highlight the imminent tensions emergent from settlers’ use of Indigenous stories in pedagogical contexts: “certain stories might act to situate non-Indigenous educators as the transmitters of Indigenous knowledges” (p. 104). Additionally, it is important to remember in reading the Mi’kmaw mythopoetic tradition as SF that many settler readers of traditional Indigenous stories render them fantastical, when for many Indigenous people they are a true reflection of reality (Coleman, 2016; Deloria, 1994; Justice, 2018).


id: jcs-20047
author: van Groll, Nancy; Kummen, Kathleen
date: 2021-10-25
pages: 12
extension: .pdf
mime: application/pdf
words: 6961
sentence: 316
flesch: 42
cache: cache/jcs-20047.pdf
txt: txt/jcs-20047.txt
title:
  Troubled Pedagogies and COVID-19: Fermenting New Relationships and Practices in Early Childhood Care and Education

summary:
  As a researcher, educator, and instructor, Kathleen endeavours to reimagine and revitalize early childhood leadership as an ongoing practice of disruption to make space for alternative narratives of early childhood education. For example, ECEC touted as a redemptive service to the economic woes brought on by COVID-19 (Government of Canada, 2021) bumps up against assertions by scholars such as those in the Early Childhood Pedagogies Collaboratory (2020) that early childhood education is a pedagogical project with potential for social change.


id: jcs-20123
author: Kingsbury, Mila; Findlay, Leanne; Arim, Rubab; Wei, Lan
title: Differences in Child Care Participation Between Immigrant and Nonimmigrant Families
date: 2021-12-21
pages: 13
extension: .pdf
mime: application/pdf
words: 6572
sentence: 310
flesch: 45
cache: cache/jcs-20123.pdf
txt: txt/jcs-20123.txt
summary:
  The cultural context of child care offers another explanation for differences in child care use by nonimmigrant and recently immigrated parents. Recently, Leanne has been involved in an extensive program of research on early learning and child care, with an emphasis on new data sources to address research gaps and inform ELCC policy initiatives.


id: jcs-20653
author: Ashton, Emily
title: Editorial: Speculative Worldings of Children, Childhoods, and Pedagogies
date: 2022-04-09
pages: 6
extension: .pdf
mime: application/pdf
words: 3365
sentence: 179
flesch: 51
cache: cache/jcs-20653.pdf
txt: txt/jcs-20653.txt
summary:
  Matters of care: Speculative ethics in more than human worlds. Portals enable movement between worlds— they unhinge us from any assurance of a one-world world metaphysics (Law, 2015) and reveal a pluriverse, “a world of many words” (de la Cadena & Blaser, 2018, p. 232).


id: jcs-19559
author: Penfold, Louisa Kate; Odegard, Nina
title: Making Kin With Plastic Through Aesthetic Experimentation
date: 2021-07-07
pages: 15
extension: .pdf
mime: application/pdf
words: 7088
sentence: 521
flesch: 51
cache: cache/jcs-19559.pdf
txt: txt/jcs-19559.txt
summary:
  Between 2017 and 2019, the authors copresented three conference presentations exploring children’s aesthetic experimentation with plastic (Penfold et al., 2017; Penfold & Odegard, 2018, 2019; Figures 1 and 2 illustrate plastic materials shared in these sessions). Looking toward a destructive and creative future with plastics This paper illustrates what a new and creative form of learning with plastic might look like in action.


id: jcs-19336
author: Hardacre, Charlotte; Kinkead-Clark, Zoyah
date: 2019-12-22
pages: 18
extension: .pdf
mime: application/pdf
words: 9660
sentence: 498
flesch: 44
cache: cache/jcs-19336.pdf
txt: txt/jcs-19336.txt
title:
  Authentic Family Learning: Reconceptualizing Intergenerational Education Initiatives in Jamaica and England Through Cross-Cultural Conversation

summary:
  This study analyzes a series of cross-cultural conversations between two researchers who are also practitioners who have been intimately involved in family learning programs. By presenting an emic perspective on our individual experiences with family learning programs, we engaged in a series of cross-cultural conversations.


id: jcs-19913
author: Tutan, Sabiha Didar
title: Book Review: Colin Heywood’s Childhood in Modern Europe
date: 2020-10-20
pages: 9
extension: .pdf
mime: application/pdf
words: 5554
sentence: 229
flesch: 48
cache: cache/jcs-19913.pdf
txt: txt/jcs-19913.txt
summary:
  This raises the question of innocence in childhood and adolescence, making the reader question whether it is possible or even desirable for children to maintain a distance from so-called threats to innocence. Heywood notes that there is already “a reluctant acceptance that children cannot remain ‘innocent’ in a highly sexualised society” (p. 10).


id: jcs-19973
author: Bacelar de Castro, Adrianne
title: Book Review: Tiffany Lethabo King’s The Black Shoals
date: 2021-03-04
pages: 6
extension: .pdf
mime: application/pdf
words: 3804
sentence: 179
flesch: 56
cache: cache/jcs-19973.pdf
txt: txt/jcs-19973.txt
summary:
  As we carefully add these ideas to our bundle and nurture them, we might rethink ways that we include materials (books, illustration, toys) to satisfy diversity requirements in early childhood spaces, as is expected in the profession. In the book’s introduction, King explains how the ocean and water metaphor has been focused on by the Black diaspora, emphasizing rootlessness, and how Indigenous studies has been focusing on land to challenge coloniality.


id: jcs-20467
author: Christou, Georgina
date: 2023-01-26
pages: 12
extension: .pdf
mime: application/pdf
words: 6448
sentence: 317
flesch: 44
cache: cache/jcs-20467.pdf
txt: txt/jcs-20467.txt
title:
  Refusing to Grow Old: The Antichronocratic Labour of Cypriot Activist Youth and What It Can Teach Us About Decolonizing Childhood and Related Knowledge Production

summary:
  48 No. 1 IDEAS FROM PRACTICE higher, European civilization showed remarkable parallels with theories of child development that were emerging at the same time in Europe” (p. 5). Subsequently, I explore and situate chronocratic practices within the postcolonial and protracted conflict space of Cyprus, demonstrating how the common evolutionary practice of equating child development with national development (Burman, 2019; Lesko, 1996; Millei et al., 2018) takes particular contextual form and sets specific limits to the adults children can grow into.


id: jcs-19952
author: Varga, Bretton A; Adams, Erin C.
date: 2022-04-09
pages: 18
extension: .pdf
mime: application/pdf
words: 10455
sentence: 625
flesch: 56
cache: cache/jcs-19952.pdf
txt: txt/jcs-19952.txt
title:
  D032 N07 C0MpU73: Exploring (Post)Human Bodies and Worlds with/in Droidial(ity) and Narrative Contexts

summary:
  These narrative framings drop the connection between agency and child, thus tethering children to the reconstruction of trauma-based worlds. The books we analyzed do not feature human children in text or illustration, but it could be argued that the characters are childlike as each grows into self-knowledge through the course of the book.


id: jcs-19934
author: Garlen, Julie C.; Hembruff, Sarah L.
title: Unboxing Childhood: Risk and Responsibility in the Age of YouTube
date: 2021-07-07
pages: 13
extension: .pdf
mime: application/pdf
words: 9274
sentence: 471
flesch: 53
cache: cache/jcs-19934.pdf
txt: txt/jcs-19934.txt
summary:
  Over the last few years, the sustained popularity of YouTube among young children, particularly unboxing vid- eos—referred to by Kollmeyer (2015) and others as “toddler crack”—has sparked interest and concern among journalists and experts from a range of disciplines (Bridle, 2017; Craig & Cunningham, 2017; LaFrance, 2017; Marsh, 2015; Nicoll & Nansen, 2018; Ramos-Serrano & Herrero-Diz, 2016; Sloane, 2015; Timsit, 2018). In this article, we take seriously Bridle’s suggestion and wonder what the unboxing craze and other YouTube me- dia content for young children that has been labelled “addictive” (Timsit, 2018), “bizarre” (Kelly, 2014), and even abusive (Bridle, 2017) might tell us about the “problems” of contemporary early childhood in a time of constantly changing social media and technology trends.


id: jcs-19909
author: Tine, Janine
title: A Research Journey with Plains Cree Elders Regarding Their Image of the Child
date: 2020-11-06
pages: 25
extension: .pdf
mime: application/pdf
words: 15928
sentence: 807
flesch: 61
cache: cache/jcs-19909.pdf
txt: txt/jcs-19909.txt
summary:
  The strengths and cultural traditions of Indigenous communities, including the care and education of children, were deliberately suppressed by the Canadian government’s policy of assimilating Indigenous children to a European and Christian way of life through residential schools (Truth and Reconciliation Commission of Canada [TRC], 2015a, p. 629). The “historical disadvantage and trauma” (Bezanson, 2018, p. 156) caused by residential school, and more current colonial practices, has meant that Indigenous children continue to experience significant inequities (Ball, 2012; TRC, 2015b) which are cumulative, persistent, and complex.


id: jcs-20211
author: Millei, Zsuzsa
date: 2021-12-21
pages: 15
extension: .pdf
mime: application/pdf
words: 9083
sentence: 428
flesch: 48
cache: cache/jcs-20211.pdf
txt: txt/jcs-20211.txt
title:
  Temporalizing Childhood: A Conversation with Erica Burman, Stephanie Olsen, Spyros Spyrou, and Hanne Warming

summary:
  Spyros is the author of Disclosing Childhoods: Research and Knowledge Production for a Critical Childhood Studies (Palgrave Macmillan, 2018) and coeditor of Reimagining Childhood Studies (Bloomsbury, 2019) and Children and Borders (Palgrave Macmillan, 2014). She is the author of “Childhood Prism Research: An Approach for Enabling Unique Childhood Studies Contributions Within the Wider Scholarly Field” (Children’s Geographies, 2020), co-author of “Future Workshops as a Means to Democratic, Inclusive, and Empowering Research with Children, Young People, and Others” (Qualitative Research, 2020) and Power and Reflexivity: Positions and Positioning in Involving Research with Young People (Palgrave, 2021), and coeditor of Lived Citizenship on the Edge of Society: Rights, Belonging, Intimate Life, and Spatiality (Palgrave, 2017).


id: jcs-15230
author: Editor, Journal
title: Full Issue
date: 2015-12-09
pages: 72
extension: .pdf
mime: application/pdf
words: 56029
sentence: 2996
flesch: 55
cache: cache/jcs-15230.pdf
txt: txt/jcs-15230.txt
summary:
  To influence the direction and quality of policies and programs that affect the development and well-being of young children in Canada. 2. To provide a forum for the members of Canada’s early childhood community to support one another in providing developmentally appropriate programs for young children.


id: jcs-20747
author: Mathurin, Georgiana
title: Re (Imagining) Water Pedagogies in Early Childhood Education and Care Programs
date: 2023-06-09
pages: 9
extension: .pdf
mime: application/pdf
words: 4289
sentence: 232
flesch: 56
cache: cache/jcs-20747.pdf
txt: txt/jcs-20747.txt
summary:
  Water brought many treasures to the surface and at This paper discusses possibilities of relational world making with water. Water can be silent, calm, loud, and unruly with so many entanglements, tensions, and complexities to grapple with because many humans have not understood how to make liveable worlds with water.


id: jcs-21217
author: Millei, Zsuzsa; Rosa Ribeiro, Camila
title: Editorial
date: 2023-01-26
pages: 7
extension: .pdf
mime: application/pdf
words: 2843
sentence: 113
flesch: 35
cache: cache/jcs-21217.pdf
txt: txt/jcs-21217.txt
summary:
  The first addresses the intersections of time, politics, and childhood seeking to repoliticize humanist progress and liberation so entangled with notions of linear time. Politicizing time and childhood Modernist, Eurocentric, and industrialist notions of linear time and historicity have been questioned since the 1960s, more pronouncedly in physics, evolutionary biology, and postmodernist philosophy.


id: jcs-19398
author: Langford, Rachel; Richardson, Brooke
date: 2020-01-17
pages: 15
extension: .pdf
mime: application/pdf
words: 8936
sentence: 513
flesch: 56
cache: cache/jcs-19398.pdf
txt: txt/jcs-19398.txt
title:
  Ethics of Care in Practice: An Observational Study of Interactions and Power Relations between Children and Educators in Urban Ontario Early Childhood Settings

summary:
  This phase of care positions children as simultaneously dependent and agentic whereby the unequal power relationships between children and educators become a focal point of care practice. As Marian Barnes, Tula Brannelly, Lizzie Ward, and Nicki Ward write, The critical feminist political position in which care ethics is based makes it more than a set of characteristics for the pursuit of good; it is a broad set of theories for the pursuit of justice that require actions within political and institutional systems as well as within interpersonal caring relationships.


id: jcs-20568
author: Chachkhiani, Ketevan; Palandjian, Garine; Silova, Iveta ; Tsotniashvili, Keti
title: Pedagogies of Time: “Editing” Textbooks, Timelines, and Childhood Memories
date: 2023-01-26
pages: 15
extension: .pdf
mime: application/pdf
words: 8716
sentence: 480
flesch: 57
cache: cache/jcs-20568.pdf
txt: txt/jcs-20568.txt
summary:
  Remembering a strict morning routine associated with school time triggered memories of different time experiences during the summer months, especially the time of spending summers with grandparents in the countryside. Inspired by science fiction time-hopping journeys (Hayashi, 2010; Newitz, 2019) and related speculative fabulation in academic research (Barad, 2010; Haraway, 2016; Murris & Kohan, 2021), we thus engaged in a speculative thought experiment to edit textbooks with our own childhood memories in an effort to reclaim and decolonize our childhood experiences of school time, as well as to trouble the dominant concepts of time constructed by school textbooks.


id: jcs-20499
author: Rajan, Vijitha
title: Migrant Childhoods and Temporalities in India: A Reflective Engagement with Dominant Discourses
date: 2023-01-26
pages: 14
extension: .pdf
mime: application/pdf
words: 8541
sentence: 483
flesch: 52
cache: cache/jcs-20499.pdf
txt: txt/jcs-20499.txt
summary:
  Her doctoral research is on understanding educational exclusion of migrant children and foregrounds the discord between mobile childhoods and immobile schools in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around migration, childhood, and schooling frame the lives of migrant children (situated in contexts of temporary migration) through linear temporalities.


id: jcs-20538
author: Thapliyal, Nisha
title: Duty, Discipline, and Dreams: Childhood and Time in Hindutva Nation
date: 2023-01-26
pages: 15
extension: .pdf
mime: application/pdf
words: 8756
sentence: 446
flesch: 56
cache: cache/jcs-20538.pdf
txt: txt/jcs-20538.txt
summary:
  In particular, Modi conveys an intimate knowledge of the temporal routines, schedules, and habits of the children in his audience (e.g., school assembly time, confiding in teacher time, sports time, coming home from school time, homework time, leisure time, and so forth). A contribution to the categories of social time and the economy of time.


id: jcs-20425
author: Taylor, Affrica; Zakharova, Tatiana; Cullen, Maureen
title: Common Worlding Pedagogies: Opening Up to Learning with Worlds
date: 2021-12-21
pages: 15
extension: .pdf
mime: application/pdf
words: 5693
sentence: 370
flesch: 59
cache: cache/jcs-20425.pdf
txt: txt/jcs-20425.txt
summary:
  Towards common world pedagogies. We, the researchers and educators involved in this project, are white settlers working with settler children.


id: jcs-20030
author: Friendly, Martha; Forer, Barry; Vickerson, Rachel ; Mohamed, Sophia S.
title: COVID-19 and Childcare in Canada: A Tale of Ten Provinces and Three Territories
date: 2021-10-25
pages: 11
extension: .pdf
mime: application/pdf
words: 6430
sentence: 336
flesch: 51
cache: cache/jcs-20030.pdf
txt: txt/jcs-20030.txt
summary:
  No Yes Were childcare centres closed for regular use? By March 23, 2020, provincial/territorial governments in nine of Canada’s 13 subnational jurisdictions had closed childcare centres to regular use.


id: jcs-19734
author: Tammi, Tuure; Hohti, Riikka; Rautio, Pauliina
title: Editorial: Child-Animal Relations and Care as Critique
date: 2020-07-14
pages: 6
extension: .pdf
mime: application/pdf
words: 3378
sentence: 156
flesch: 47
cache: cache/jcs-19734.pdf
txt: txt/jcs-19734.txt
summary:
  Through their analysis of children’s play with Holstein cow figurines as noninnocent care practices in the context of early childhood education, they explore how relations between children and animals and representations of animals can involve care, but not necessarily moral care. By inviting authors to think about child-animal relations and care, we wish to shed light on the ways in which other animals are relevant for human children’s lives, and vice versa, and to argue for the importance of these relations for society in the conflicting times we live in now.


id: jcs-19594
author: Abawi, Zuhra
date: 2021-03-04
pages: 12
extension: .pdf
mime: application/pdf
words: 6273
sentence: 357
flesch: 42
cache: cache/jcs-19594.pdf
txt: txt/jcs-19594.txt
title:
  Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

summary:
  The reconceptualist movement in early childhood education materialized in the late 1980s and provided an epistemic shift that decentered traditional psychological-developmentalist conceptions of children and childhoods through a multidisciplinary framework (Bloch, Swadener, & Cannella, 2014). Politicizing early childhood education and care in Ontario: Race, identity and belonging.


id: jcs-19970
title: Pandemic Effects: Ableism, Exclusion, and Procedural Bias
date: 2021-10-25
pages: 14
extension: .pdf
mime: application/pdf
words: 7909
sentence: 418
flesch: 33
cache: cache/jcs-19970.pdf
txt: txt/jcs-19970.txt
author:
  Underwood, Kathryn; van Rhijn, Tricia; Balter, Alice-Simone; Feltham, Laura; Douglas, Patty; Parekh, Gillian; Lawrence, Breanna

summary:
  The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. Substantial social changes are occurring due to government responses to the public health crisis, but we do not yet know the long- term, pandemic-related outcomes for disabled children and families.


id: jcs-19927
author: Stirling, Bridget
title: Childhood, Futurity, and Settler Time
date: 2022-06-16
pages: 13
extension: .pdf
mime: application/pdf
words: 7352
sentence: 351
flesch: 45
cache: cache/jcs-19927.pdf
txt: txt/jcs-19927.txt
summary:
  Developmental psychology, then, presents one prospective avenue through which to critique settler colonial childhoods through the use of an ecological approach (Tatlow-Golden & Montgomery, 2021) that recognizes the context of settler colonialism and how it shapes settler children as well as Indigenous children. The futurity of settler childhood enables us to displace children’s interest in environmental protection and adults’ hopes for resolutions to environmental risks into the lives of future adults.


id: jcs-20002
author: Mathieu, Sophie
date: 2021-10-26
pages: 16
extension: .pdf
mime: application/pdf
words: 8938
sentence: 446
flesch: 46
cache: cache/jcs-20002.pdf
txt: txt/jcs-20002.txt
title:
  Unpacking the Childcare and Education Policy Response to the COVID-19 Pandemic: Insights from the Canadian Province of Quebec

summary:
  Unlike in other countries (such as Austria and Belgium), where childcare centres remained operational for children of both key workers and of working parents without other care options (Blum & Dobrotić, 2020), the provincial government made it clear that in Quebec, childcare services were only to be used by a limited group of essential workers without other childcare options. The government also announced the following Monday that subsidized childcare centres, both CPEs and garderies, as well as emergency school childcare services, were to remain open for children of healthcare and essential services workers.


id: jcs-19908
author: Sherbine, Kortney
title: Friendly Guns: Power, Play, and Choice in Preschool
date: 2020-10-20
pages: 18
extension: .pdf
mime: application/pdf
words: 8718
sentence: 471
flesch: 59
cache: cache/jcs-19908.pdf
txt: txt/jcs-19908.txt
summary:
  Brenda hinted at her own observations of the children’s language about popular culture as she described how children with older siblings often had more experience with the media than other children and thus were in a better position to talk about such OCTOBER 2020 11 Vol. 45 There were limits on the children’s agency, however, and as I describe below, teachers and children employed certain tactics to redirect other children who pushed the limit of what was acceptable.


id: jcs-20124
author: Kuecker, Elliott; Freeman, Melissa
date: 2021-12-21
pages: 14
extension: .pdf
mime: application/pdf
words: 7840
sentence: 361
flesch: 58
cache: cache/jcs-20124.pdf
txt: txt/jcs-20124.txt
title:
  The Aura of the Trace in One Child’s Projects in the World: Collecting as Rescue, Repetition, Rupture and Refrain

summary:
  She described how she was drawn to collecting scraps of work children left behind because of the power of the work itself (Himley, 1991). From 1965 to 1991, the educator and theorist Patricia Carini (1932–2021) ran a small experimental school for children in North Bennington, Vermont, using many of her own pedagogical methods and modes of assessment.


id: jcs-19951
author: Richardson, Brooke; Powell, Alana; Langford, Rachel
date: 2021-10-25
pages: 13
extension: .pdf
mime: application/pdf
words: 7517
sentence: 373
flesch: 38
cache: cache/jcs-19951.pdf
txt: txt/jcs-19951.txt
title:
  Critiquing Ontario’s Childcare Policy Responses to the Inextricably Connected Needs of Mothers, Children, and Early Childhood Educators

summary:
  From child care market to child care system. Historic agreement delivers over $230 million for child care.


id: jcs-20466
author: Theodorou, Eleni; Spyrou, Spyros; Christou, Georgina
title: The Future is Now From Before: Youth Climate Activism and Intergenerational Justice
date: 2023-01-26
pages: 14
extension: .pdf
mime: application/pdf
words: 8768
sentence: 324
flesch: 42
cache: cache/jcs-20466.pdf
txt: txt/jcs-20466.txt
summary:
  Youth in our study spoke of the climate crisis as an intergenerational justice issue, often expressing feelings of This paper draws on data from a qualitative study of youth climate activists in Cyprus to explore the notion of temporality implied in how youth interrogate intergenerational relations in the context of their struggle against climate change and the tensions therein. This paper draws on data from a qualitative study of young climate activists in Cyprus to explore the notion of temporality implied in how children and young people interrogated intergenerational relations in the context of their struggle against climate change, and the tensions and ambivalences therein.


id: jcs-21253
author: Russumanno, Paolo
title: A Future “After Childhood”: Engaging the Anthropocene in Early Childhood Education
date: 2023-06-09
pages: 7
extension: .pdf
mime: application/pdf
words: 3709
sentence: 153
flesch: 44
cache: cache/jcs-21253.pdf
txt: txt/jcs-21253.txt
summary:
  Kraftl’s use of after also creates room for ancillary mediums that would allow childhood scholars to move uninhibited across various contextual planes—both physical and intellectual. It requires a dogged persistence that moves the gaze away from the child towards spaces, places, and objects that intuitively surround, play, tussle with, and pull our very idea of “child.” More specifically, Kraftl, borrowing directly from Affrica Taylor and her criticisms of the humanist “man-to- the-rescue” script that seeks to save the world within the Anthropocene, is encouraging childhood scholars to look at “the how of children’s world-making with more-than-human others” and ways it can “contribute to the collective task of refiguring our place in an anthropogenically-damaged world without recourse to the conceits of the Anthropos” (Taylor, 2019, as cited in Kraftl, 2020, p. 44, emphasis in original).


id: jcs-20356
author: Seow, Janet Rosemarie
title: Nnedi Okorafor’s Binti: African Science Fiction and the Reimagined Black Girl
date: 2022-04-09
pages: 14
extension: .pdf
mime: application/pdf
words: 8395
sentence: 493
flesch: 54
cache: cache/jcs-20356.pdf
txt: txt/jcs-20356.txt
summary:
  Additionally, childhood studies informs how this article examines the impact of Africanfuturism as a defamiliarizing strategy to address normalized (Western, white) childhood and notions of futurity for Black children and youth. In the New York Times article “Let Black Kids Just Be Kids,” Bernstein (2017) writes: People of all races see black children as less innocent, more adultlike and more responsible for their actions than their white peers.


id: jcs-20256
author: Kuecker, Elliott
title: “Somethings About Me”: Slanted Conventions in Children’s Letters to Beloved Authors
date: 2022-10-14
pages: 18
extension: .pdf
mime: application/pdf
words: 10025
sentence: 489
flesch: 64
cache: cache/jcs-20256.pdf
txt: txt/jcs-20256.txt
summary:
  In this case, the authors, literature, child writers, letter texts and illustrations, and themes of importance to both the authors and children all work in relation like a little community. It is simple, accurate, and contains that honesty Macrorie attributed to child writers.


id: jcs-20799
author: Land, Nicole; Gagliardi, Lisa-Marie; Montpetit, Meagan
title: Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds
date: 2022-06-15
pages: 7
extension: .pdf
mime: application/pdf
words: 4305
sentence: 188
flesch: 52
cache: cache/jcs-20799.pdf
txt: txt/jcs-20799.txt
summary:
  Holes, then, are a high-stakes, shifty, situated project, one against solutions but toward recognizing that we are implicated in complex networks of holes and hole-making, where holes are not imbued with morality, but it is how we respond with the holes that animate our lives and our conceptions of the human that matters. Holes, here, are about life-making: How do we do the intensely, acutely difficult work of figuring out how to live well together with holes and hole-making as a commitment to creating and nurturing otherwise—responsive, mutual, answerable—relations and climate pedagogies within our common worlds?


id: jcs-19736
author: Tammi, Tuure; Hohti, Riikka
title: Touching is Worlding: From Caring Hands to World-Making Dances in Multispecies Childhoods
date: 2020-07-14
pages: 13
extension: .pdf
mime: application/pdf
words: 7401
sentence: 409
flesch: 58
cache: cache/jcs-19736.pdf
txt: txt/jcs-19736.txt
summary:
  DO NOT TOUCH Above, we analyzed touch as a balancing event emerging between a child body and other animal bodies. We have previously analyzed engagements between children and other animals in the greenhouse, theorizing childhood, child- animal relations, and care beyond essentializing “natural” and innocent imaginaries (Hohti & Tammi, 2019).


id: jcs-19738
author: Ejlertsen, Maria
date: 2020-07-14
pages: 13
extension: .pdf
mime: application/pdf
words: 7670
sentence: 418
flesch: 55
cache: cache/jcs-19738.pdf
txt: txt/jcs-19738.txt
title:
  Vulnerability, Resistance, and Reciprocity: Recasting Responsibilities of Care in Schooling Through Troubling Animal-Child-Adult Encounters Within a School for Marginalized Children

summary:
  The conversations and encounters referred to in this paper involved children aged 9–12 years, as well as staff. Based on my experiences in participatory agricultural development and as a teacher and teacher aide working with marginalized children, it was important to me to reject the role of an authoritative, expert researcher.


id: jcs-20501
author: Boycott-Garnett, Ruth
title: Zooming with Babies: Troubling a Shared Present
date: 2023-01-26
pages: 7
extension: .pdf
mime: application/pdf
words: 4519
sentence: 216
flesch: 59
cache: cache/jcs-20501.pdf
txt: txt/jcs-20501.txt
summary:
  Zoom sessions with tiny babies from 2 months to 4 months old and their mothers were conducted during 2021. As a virtual platform organized around a speaking, centered subject, Zoom initially appeared to be a ridiculous research method with tiny babies that would never have seemed productive, enjoyable, or even possible.


id: jcs-20105
author: Bendo, Daniella; Hepburn, Taryn; Spencer, Dale
title: Compensating for Stigma: Representations of Hard to Adopt Children in the "Today’s Child"
date: 2021-12-21
pages: 16
extension: .pdf
mime: application/pdf
words: 8860
sentence: 480
flesch: 50
cache: cache/jcs-20105.pdf
txt: txt/jcs-20105.txt
summary:
  Given the current gap in the literature regarding the use of advertisements to sell traits of adoptive children to prospective parents, this study contributes to the field of child adoption, child welfare, and child and youth studies more broadly. The adoption mystique: A hard-hitting exposé of the powerful negative social stigma that permeates child adoption in the United States.


id: jcs-20484
author: Hopkins, Lucy
date: 2023-01-26
pages: 14
extension: .pdf
mime: application/pdf
words: 8194
sentence: 366
flesch: 47
cache: cache/jcs-20484.pdf
txt: txt/jcs-20484.txt
title:
  “The Ice is Melting and I Don’t Want Santa to Drown!”: Reflections on Childhood, Climate Action, and Futurity

summary:
  This notion aligns with Kverndokk and Eriksen’s (2021) figuration of child climate activists as “symbolic time travelers, travelling back from the future” (p. 3). The notion that this child, like many children everywhere, was able to position themselves as both playful child and political activist, set me to thinking about the ways in which dominant, limited discourses of childhood might be genuinely disrupted by child activists themselves.


id: jcs-20982
author: Stronach, Richard
date: 2023-06-09
pages: 19
extension: .pdf
mime: application/pdf
words: 10936
sentence: 609
flesch: 52
cache: cache/jcs-20982.pdf
txt: txt/jcs-20982.txt
title:
  How Does Learning Happen? Ontario’s Pedagogy of Oppression?: A Critical Discourse Analysis of Ontario’s Early Years Pedagogical Framework

summary:
  This manoeuvre moved HDLH from a resource to a mandated policy for childcare programs overseen by Ontario MoE program advisers. In 2017, the Renewed Early Years and Child Care Policy Framework (Ontario MoE, 2017) was published to guide the modernization of early learning and care in Ontario.


id: jcs-19910
author: Makansi, Nora; Carnevale, Franco
title: Researching the Moral Experiences of Young Children: A Pilot Study
date: 2020-10-20
pages: 14
extension: .pdf
mime: application/pdf
words: 8119
sentence: 468
flesch: 60
cache: cache/jcs-19910.pdf
txt: txt/jcs-19910.txt
summary:
  Moral classrooms, moral children: Creating a constructivist atmosphere in early education (Vol. 47). The epistemological standpoint from which we study the lives and experiences of children (defined here as legal minors) has shifted remarkably.


id: jcs-19641
author: Parnell, Will; Cullen, Julianne; Domingues, Michelle Angela
date: 2022-06-16
pages: 20
extension: .pdf
mime: application/pdf
words: 11949
sentence: 588
flesch: 57
cache: cache/jcs-19641.pdf
txt: txt/jcs-19641.txt
title:
  Plastics, Birds, and Humans: Awakening and Quickening Ecological Minds in Young Children and Their Teachers

summary:
  In W. Parnell & J. M. Iorio (Eds.), Disrupting early childhood education research: Imagining new possibilities (pp. Further, as leaders within the IRPP and its communities, we are influenced by early childhood research on place, place making, and disrobing neoliberal notions when considering early childhood in the contexts of global to local (Chawla & Cushing, 2007; Duhn, 2016, Garrard, 2010).


id: jcs-20249
author: Kannan, Divya; Dar, Anandini; Duff, Sarah; Sen, Hia ; Nag, Shivani; Bergere, Clovis
title: Childhood, Youth, and Identity: A Roundtable Conversation from the Global South
date: 2022-04-09
pages: 12
extension: .pdf
mime: application/pdf
words: 7182
sentence: 408
flesch: 48
cache: cache/jcs-20249.pdf
txt: txt/jcs-20249.txt
summary:
  She is trained in childhood studies and works on issues of childhood and youth, geographies, migration and diasporas, feminist pedagogy, ethnography, and research methods for young subjects. 47 No. 2 JOURNAL OF CHILDHOOD STUDIES INVITATIONAL ARTICLES AND URGENT CONVERSATIONS in childhood studies from Rutgers University, USA, to make sense of the most marginalized populations and local, global, and transnational flows from a multidisciplinary perspective.


id: jcs-19735
author: Molloy Murphy, Angela
title: No Happy Endings: Practicing Care in Troubled Times
date: 2020-07-14
pages: 7
extension: .pdf
mime: application/pdf
words: 3968
sentence: 240
flesch: 64
cache: cache/jcs-19735.pdf
txt: txt/jcs-19735.txt
summary:
  This article uses a multispecies inquiry to research the relations between human children and other-than-human animals, specifically, a piglet, in a home-based early childhood setting. In this dramatic passage, Fern bravely steps in to save the runt of a new litter of piglets from her father’s axe.


id: jcs-20719
title: Childhoods and Time: A Collective Exploration
date: 2023-01-26
pages: 15
extension: .pdf
mime: application/pdf
words: 9171
sentence: 486
flesch: 51
cache: cache/jcs-20719.pdf
txt: txt/jcs-20719.txt
author:
  da Rosa Ribeiro, Camila; Millei, Zsuzsa ; Hohti, Riikka ; Kohan , Walter ; Leite, César Donizetti Pereira; Rudolph , Norma ; Kvale Sørenssen , Ingvild ; Szymborska , Karolina ; Tammi , Tuure ; Tesar, Marek

summary:
  The goal was to move from focusing on the future of children, where the “becoming child” implicitly bore with it a linear temporality and progression (Millei, 2021), to a focus on the here and now of children, the “being child” (Qvortrup, 2009). He was previously president of the International Council of Philosophical Inquiry with Children and has been coeditor of the journal Childhood & Philosophy.


id: jcs-19957
author: Pretti, Esther do Lago e; Jiang, Jieyu; Nielsen, Ann; Goebel, Janna; Silova, Iveta
title: Memories of a Girl Between Worlds: Speculative Common Worldings
date: 2022-04-09
pages: 15
extension: .pdf
mime: application/pdf
words: 9903
sentence: 507
flesch: 59
cache: cache/jcs-19957.pdf
txt: txt/jcs-19957.txt
summary:
  Our dreams, imaginary friends, and fantastical encounters with other worlds and beings were all part of the “common worlds”—“the real life-worlds” that we inherited, shared, and cohabited with human and more-than-human others (Pacini-Ketchabaw & Taylor, 2016, p. 1), without hesitation or fear. The third phase of the project called for the independent memory work of writing our childhood memories in/ with nature / other species / other worlds.


id: jcs-20547
author: ZIN, Mnemo; da Rosa Ribeiro, Camila
title: Timescapes in Childhood Memories of Everyday Life During the Cold War
date: 2023-01-26
pages: 12
extension: .pdf
mime: application/pdf
words: 7228
sentence: 367
flesch: 54
cache: cache/jcs-20547.pdf
txt: txt/jcs-20547.txt
summary:
  The modern attempts at time management have sought to streamline human and natural times and to disentangle human time from space and body to make it “truly” abstract (see Adam, 2004, referring to Paul Virilio, p. 130). Using a collective biography approach, we followed different time elements and their relationalities to bring into focus the different timescapes that (have always) exist(ed) alongside the modern(ist) linear ones, reminding us that the temporalities of human activities cannot be severed from the web of life and the unfolding trajectory of other‐ than‐human temporalities.


id: jcs-20569
author: Adams, Kate; Stanford, Emma; Singh, Harpreet
date: 2022-10-14
pages: 18
extension: .pdf
mime: application/pdf
words: 9781
sentence: 537
flesch: 48
cache: cache/jcs-20569.pdf
txt: txt/jcs-20569.txt
title:
  Reconceptualizing Imaginary Friends: Interdisciplinary Approaches for Understanding Invisible Companions

summary:
  Quali-quantitative comparison of childhood imaginary companions and ghostly episodes. Childhood studies and child psychology:


id: jcs-15243
author: Ashton, Emily
title: I’ve got my EYE on you: Schooled Readiness, Standardized Testing, and Developmental Surveillance
date: 2014-12-30
pages: 24
extension: .pdf
mime: application/pdf
words: 10256
sentence: 580
flesch: 52
cache: cache/jcs-15243.pdf
txt: txt/jcs-15243.txt
summary:
  The focus of the newly amalgamated Department was on a “continuum of learning” as introduced in the plan, Putting Children First, “which will better prepare young children for the future” (GNB, 2012, June 7, Press Release). While EYE-DA testing is ongoing and powerful, I conclude that the recent pan-Canadian uptake of curriculum frameworks and pedagogical documentation may incite counter possibilities and provocations for those of us working with young children.  


id: jcs-19640
author: Caputo, Virginia
date: 2022-06-15
pages: 13
extension: .pdf
mime: application/pdf
words: 7953
sentence: 307
flesch: 46
cache: cache/jcs-19640.pdf
txt: txt/jcs-19640.txt
title:
  Entangle, Entangled, Entanglements: Reimagining a Child and Youth Engagement Model Using a Common Worlds Approach

summary:
  I concur with Stuart Aitken (2018), who argues that “universal child rights have not worked” (p. 707) and calls for a radical, sustainable ethics that “dares to admit that children’s humanity is something more than we, as adults, can imagine” (p. 707). 47 No. 3 JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Ottawa, Toronto, Montreal, Moncton, Iqaluit, Edmonton, and Vancouver, and Shaking the Movers early childhood workshops were piloted with younger children aged 3 to 5.


id: jcs-19737
author: Drew, John; MacAlpine, Kelly-Ann
title: Witnessing the Ruins: Speculative Stories of Caring for the Particular and the Peculiar
date: 2020-07-14
pages: 13
extension: .pdf
mime: application/pdf
words: 7378
sentence: 386
flesch: 52
cache: cache/jcs-19737.pdf
txt: txt/jcs-19737.txt
summary:
  The ruins Situated in a new elementary school, the centre provides child care and educational services to the young families that have only recently taken up residence in the newly built homes that surround the school. Her current research and scholarly publications focus on the pedagogical significance of storying the peculiar relations that emerge with and between children and more-than-human others.


id: jcs-19739
author: Aslanian, Teresa K.; Rigmor Moxnes, Anna
title: Making “Cuts” with a Holstein Cow in Early Childhood Education and Care: The Joys of Representation
date: 2020-07-14
pages: 14
extension: .pdf
mime: application/pdf
words: 7073
sentence: 400
flesch: 57
cache: cache/jcs-19739.pdf
txt: txt/jcs-19739.txt
summary:
  We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past, present, and future livestock-rearing practices. We were surprised to find that experiences with cows and representations of cows were commonplace and interwoven in ways not previously reflected upon.


id: jcs-21090
author: Cleary, Brenda; Carnevale, Franco; Tsimicalis, Argerie
title: Childhood Worldings of Brittle Bone Disease: A Portrait in 5 Triptych Research Poem
date: 2023-06-09
pages: 21
extension: .pdf
mime: application/pdf
words: 6187
sentence: 430
flesch: 69
cache: cache/jcs-21090.pdf
txt: txt/jcs-21090.txt
summary:
  “A Child’s Response” derived exclusively from child interviews proposes that children and parents work as a team. Views On Interdisciplinary Childhood Ethics) and the Shriners Hospitals for Children—Canada.


id: jcs-19648
author: Goebel, Janna
title: Keepers of the Night Stories
date: 2022-06-15
pages: 13
extension: .pdf
mime: application/pdf
words: 6066
sentence: 359
flesch: 65
cache: cache/jcs-19648.pdf
txt: txt/jcs-19648.txt
summary:
  Acknowledgements Since writing this article, I have learned that storytelling about keepers of the night is an Indigenous practice that helps children understand the nocturnal world (see, for example Keepers of the Night: Native American Stories and Nocturnal Activities for Children by Michael J. Caduto and Joseph Bruchac). Email: Janna.Goebel@asu.edu The Responding to Ecological Challenges with/ in Contemporary Childhoods Interdisciplinary Colloquium on Climate Pedagogies launched with a call to unsettle taken-for-granted assumptions about human-Earth relations and to focus on ways that children, educators, and researchers are responding to the urgency of our current, human- induced climate crisis.


# url

id: jcs-16305
domain: www.nytimes.com
url:
  http://www.nytimes.com/2014/10/11/world/asia/malala-yousafzai-youngest-nobel-peaceprize-winner-adds-to-her-achievements-and-expectations.html?_r=0


id: jcs-19896
domain: theconversation.com
url:
  https://theconversation.com/science-fiction-explores-the-interconnectedness-revealed-by-the-coronavirus-pandemic-139021


id: jcs-19896
domain: www.thedailybeast.com
url:
  https://www.thedailybeast.com/georgeclooney-on-the-murder-of-george-floyd-americas-greatest-pandemic-is-anti-black-racism


id: jcs-19896
domain: www.cbc.ca
url:
  https://www.cbc.ca/radio/unreserved/why-stories-matter-now-more-than-ever-1.5526331/our-stories-give-us-a-lot-ofguidance-daniel-heath-justice-on-why-indigenous-literatures-matter-1.5527999


id: jcs-19896
domain: www.cbc.ca
url:
  https://www.cbc.ca/radio/asithappens/as-it-happens-thursday-edition-1.5502954/margaret-atwood-waubgeshig-rice-anddaniel-kalla-share-their-pandemic-reading-lists-1.5502962


id: jcs-19894
domain: www.thestar.com
url:
  https://www.thestar.com/news/canada/2021/08/25/it-started-as-ablockade-now-bcs-fairy-creek-protests-are-putting-old-growth-logging-and-rcmp-enforcement-on-the-2021-political-agenda.html


id: jcs-18260
domain: www.yesmagazine.org
url:
  http://www.yesmagazine.org/peace-justice/dancing-the-world-into-being-aconversation-with-idle-no-more-leanne-simpson


id: jcs-19740
domain: australianhumanitiesreview.org
url:
  http://australianhumanitiesreview.org/2007/08/01/a-review-of-deborah-bird-roses-reports-from-a-wildcountry-ethics-for-decolonisation


id: jcs-15244
domain: www.cbc.ca
url:
  http://www.cbc.ca/news/canada/britishcolumbia/story/2012/09/12/bc-natives-seek-bear-hunting-ban.html


id: jcs-15209
domain: caselaw.canada.globe24h.com
url:
  http://caselaw.canada.globe24h.com/0/0/ontario/ontario-labour-relationsboard/2012/08/14/elementary-teachers-federation-of-ontario-v-york-regiondistrict-school-board-2012-47356-on-lrb.shtml


id: jcs-15214
domain: earlychildhood.educ.ubc.ca
url:
  http://earlychildhood.educ.ubc.ca/community/research-practice-leadership-earlychildhood-education-new-trends-and-possibilities


id: jcs-16096
domain: on.cpf.ca
url:
  http://on.cpf.ca/wp-content/blogs.dir/1/files/early-childhood-bilingualism-perils-and-possibilitiesfred-genesee-april-09.pdf


id: jcs-18261
domain: www.timescolonist.com
url:
  http://www.timescolonist.com/opinion/oped/comment-first-nations-show-leadership-in-pipeline-debates-1.9989449


id: jcs-18261
domain: courses.sdgacademy.org
url:
  https://courses.sdgacademy.org/learn/the-best-start-in-life-early-childhood-development-for-sustainable-developmentfebruary-2017


id: jcs-18261
domain: aesengagement.wordpress.com
url:
  https://aesengagement.wordpress.com/2017/04/11/commentary-the-environmentalanthropology-of-settler-colonialism-part-i


id: jcs-18261
domain: www.theguardian.com
url:
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