Shifting landscapes in early childhood education

References

• Alexiadou, N., C. Hjelmér, A. Laiho, and P. Pihlaja. 2022. “Early Childhood Education and Care Policy Change: Comparing Goals, Governance and Ideas in Nordic Contexts.” Compare: A Journal of Comparative and International Education. doi:10.1080/03057925.2022.2092451.
   Web of Science ®Google Scholar
• Andrews, J., D. Robinson, and J. Hutchinson. 2017. Closing the Gap? London: EPI.
   Google Scholar
• Arndt, S., K. Smith, M. Urban, T. Ellegaard, B. B. Swadener, and C. Murray. 2021. “Reconceptualising and (re)Forming Early Childhood Professional Identities: Ongoing Transnational Policy Discussions.” Policy Futures in Education 19 (4): 406–423. doi:10.1177/1478210320976015.
   Web of Science ®Google Scholar
• Arnott, L., and N. J. Yelland. 2020. “Multimodal Lifeworlds: Pedagogies for Play Inquiries and Explorations.” Journal of Early Childhood Education Research 9 (1): 124–146.
   Google Scholar
• Ayllón, S., H. Holmarsdottir, and S. Lado. 2023. “Digitally Deprived Children in Europe.” Child Indicators Research. doi: 10.1007/s12187-022-10006-w.
   PubMed Web of Science ®Google Scholar
• Benini, S., and L. Murray. 2013. “Critically Evaluating Prensky in a Language Learning Context: The ‘Digital Natives/Immigrants Debate’ and its Implications for CALL.” In In 20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal, edited by L. Bradley, and S. Thouësny, 25–30. Dublin/Voillans: © Research-publishing.net. doi:10.14705/rpnet.2013.000134
   Google Scholar
• Berk, L. 2012. Child Development. New York: Pearson.
   Google Scholar
• Burns, T., and F. Gottschalk2019. Educating 21st Century Children: Emotional Well-Being in the Digital Age. Paris: OECD Publishing. doi:10.1787/b7f33425-en
   Google Scholar
• Burrell, L. V., L. Mehlum, and P. Qin. 2020. “Educational Attainment in Offspring Bereaved by Sudden Parental Death from External Causes: A National Cohort Study from Birth and Throughout Adulthood.” Social Psychiatry and Psychiatric Epidemiology 55 (6): 779–788. doi:10.1007/s00127-020-01846-4.
   PubMed Web of Science ®Google Scholar
• Centre on the Developing Child. 2023. Science. https://developingchild.harvard.edu/
   Google Scholar
• Clabburn, O., K. Knighting, B. A. Jack, and M. R. O'Brien. 2019. “Continuing Bonds with Children and Bereaved Young People: A Narrative Review.” OMEGA - Journal of Death and Dying 83 (3). doi:10.1177/0030222819853195.
   PubMed Web of Science ®Google Scholar
• Clark, A. 2022. Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education. Abingdon: Routledge.
   Google Scholar
• Daniels, K., K. Bower, C. Burnett, H. Escott, A. Hatton, E. Ehiyazaryan-White, and J. Monkhouse. 2020. “Early Years Teachers and Digital Literacies: Navigating a Kaleidoscope of Discourses.” Education and Information Technologies 25: 2415–2426. doi:10.1007/s10639-019-10047-9.
   Web of Science ®Google Scholar
• Davidson, C., S. Danby, S. Ekberg, and K. Thorpe. 2021. “The Interactional Achievement of Reading Aloud by Young Children and Parents During Digital Technology use.” Journal of Early Childhood Literacy 21 (4): 475–498. doi:10.1177/1468798419896040.
   Web of Science ®Google Scholar
• Deininger, K., M. Garcia, and K. Subbarao. 2003. “AIDS-Induced Orphanhood as a Systemic Shock: Magnitude, Impact and Program Interventions in Africa.” World Development 31 (7): 1201–1220. doi:10.1016/S0305-750X(03)00061-5.
   Web of Science ®Google Scholar
• Dong, C., and P. Mertala. 2021. “It is a Tool, but not a ‘Must’: Early Childhood Preservice Teachers’ Perceptions of ICT and its Affordances.” Early Years 41 (5): 540–555. doi:10.1080/09575146.2019.1627293.
   Web of Science ®Google Scholar
• Donovan, M. S., J. D. Bransford, and J. W. Pellegrino. 1999. How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences.
   Google Scholar
• Dyer, M. 2016. Professionalism and the early years practitioner.” BERA Blog. https://www.bera.ac.uk/blog/professionalism-and-the-early-years-practitioner
   Google Scholar
• Early, D. M., L. C. Pianta, R. C. Taylor, and M. J. Cox. 2001. “Transition Practices.” Early Childhood Education Journal 28 (3): 199–206. doi:10.1023/A:1026503520593.
   Google Scholar
• Faugli, A., E. Kufas, M. Haukland, E. K. Kallander, T. Ruud, and B. M. Weimand. 2021. “‘I Have Cried a Lot’: A Qualitative Study on Children Experiencing Severe Parental Illness.” Scandinavian Journal of Caring Sciences 35 (4): 1196–1206. doi:10.1111/scs.12938.
   PubMed Web of Science ®Google Scholar
• Freire, P. 1970. Pedagogy of the Oppressed. London: Penguin.
   Google Scholar
• Haber, A. S., S. C. Kumar, H. Puttre, N. Dashoush, and K. H. Corriveau. 2022. ““Why Can't I See My Friends and Family?”: Children's Questions and Parental Explanations About Coronavirus.” Mind, Brain, and Education 16 (1): 54–61. doi:10.1111/mbe.12309.
   Web of Science ®Google Scholar
• Harrop, E., S. Goss, M. Longo, K. Seddon, A. Torrens-Burton, E. Sutton, D. J. J. Farnell, et al. 2022. “Parental Perspectives on the Grief and Support Needs of Children and Young People Bereaved During the COVID-19 Pandemic: Qualitative Findings from a National Survey.” BMC Palliative Care 21: 177. doi:10.1186/s12904-022-01066-4.
   PubMed Web of Science ®Google Scholar
• Himmelweit, S. M., and S.-H. Lee. 2022. “Ideas, Coalition Magnets and Policy Change: Comparing Variation in Early Childhood Education and Care Policy Expansion Across Four Latecomer Countries.” Government and Opposition, 1–20. doi:10.1017/gov.2022.35.
   Web of Science ®Google Scholar
• Hooft Graafland, J. 2018. “New Technologies and 21st Century Children: Recent Trends and Outcomes.” OECD Education Working Papers, No. 179. Paris: OECD Publishing. doi:10.1787/e071a505-en
   Google Scholar
• Kagan, S. L., and M. J. Neuman. 1998. “Lessons from Three Decades of Transition Research.” The Elementary School Journal 98 (4): 365–379. doi:10.1086/461902.
   Web of Science ®Google Scholar
• Kaplan, G., S. Mart, and H. Diken. 2022. “Transition to School Process of Children with Disadvantages: A Literature Review.” Journal of Childhood, Education & Society 3 (1): 28–47. doi:10.37291/2717638X.202231106.
   Google Scholar
• Kewalramani, S., I. Palaiologou, L. Arnott, and M. Dardanou. 2020. “The Integration of the Internet of Toys in Early Childhood Education: A Platform for Multi-Layered Interactions.” European Early Childhood Education Research Journal 28 (2): 197–213. doi:10.1080/1350293X.2020.1735738.
   Web of Science ®Google Scholar
• Kim, J. 2020. “Workplace Flexibility and Parent-Child Interactions Among Working Parents in the U.S.” Social Indicators Research 151 (2): 427–469. doi:10.1007/s11205-018-2032-y.
   Web of Science ®Google Scholar
• Korp, H., and L. Stretmo. 2020. “The Predicament of the Child Refugee– Understanding Health and Wellbeing in the Daily Life of Migrant Children and Young People.” International Journal of Qualitative Studies on Health and Well-Being 15 (Sup2): 1843268. doi:10.1080/17482631.2020.1843268
   PubMedGoogle Scholar
• Kumpulainen, K., A. Kajamaa, O. Erstad, Å Mäkitalo, K. Drotner, and S. Jakobsdóttir. 2022. Nordic Childhoods in the Digital Age: Insights into Contemporary Research on Communication, Learning and Education. Abingdon: Routledge.
   Google Scholar
• Larsen, L. H., A. Guldberg, and V. Kring. 2023. “A Group Therapy Program for Parentally Bereaved Young Adults With Grief Complications: Rationale, Method and Case Examples.” OMEGA - Journal of Death and Dying 86 (4): 1212–1234. doi:10.1177/0030222821997705.
   PubMed Web of Science ®Google Scholar
• Manning, J. P., V. Thirumurthy, and H. Field. 2012. “Globalization or Hegemony? Childcare on the Brink: Hints from Three Geographically Distant Localities in North America.” Contemporary Issues in Early Childhood 13 (1): 4–16. doi:10.2304/ciec.2012.13.1.4.
   Google Scholar
• Mantilla, A., and S. Edwards. 2019. “Digital Technology use by and with Young Children: A Systematic Review for the Statement on Young Children and Digital Technologies.” Australasian Journal of Early Childhood 44 (2): 182–195. doi:10.1177/1836939119832744.
   Web of Science ®Google Scholar
• Mertala, P. 2020. “Young Children’s Perceptions of Ubiquitous Computing and the Internet of Things.” British Journal of Educational Technology 51 (1): 84–102. doi:10.1111/bjet.12821
   Web of Science ®Google Scholar
• Mertala, P., and M. Koivula. 2020. “Digital Technologies and Early Childhood: Guest Editorial.” Journal of Early Childhood Education Research 9 (1): 1–5.
   Google Scholar
• Mezirow, J. 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Moss, P.2013. Early Childhood and Compulsory Education: Reconceptualizing the Relationship. Abingdon: Routledge.
   Google Scholar
• Moss, P. 2017. “Power and Resistance in Early Childhood Education: From Dominant Discourse to Democratic Experimentalism.” Journal of Pedagogy 8 (1): 11–32. doi:10.1515/jped-2017-0001.
   Google Scholar
• Moss, P., and M. Urban. 2020. “The Organisation for Economic Co-Operation and Development’s International Early Learning and Child Well-Being Study: The Scores are in!.” Contemporary Issues in Early Childhood 21 (2): 165–171. doi:10.1177/1463949120929466.
   Web of Science ®Google Scholar
• Murray, J.2017. Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish. Abingdon: Routledge.
   Google Scholar
• Murray, J. 2021. “Informal Early Childhood Education: The Influences of Parents and Home on Young Children’s Learning.” International Journal of Early Years Education 29 (2): 117–123. doi:10.1080/09669760.2021.1928966.
   Web of Science ®Google Scholar
• Murray, J. 2022. Research Report: The National Gallery Take One Picture Programme for Northampton Primary Academy Trust Partnership 2021. Northampton: University of Northampton.
   Google Scholar
• Nutbrown, C. 2021. “Early Childhood Educators’ Qualifications: A Framework for Change.” International Journal of Early Years Education 29 (3): 236–249. doi:10.1080/09669760.2021.1892601.
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development (OECD). 2023. International Early Learning and Child Well-Being Study (IELS). https://www.oecd.org/education/school/early-learning-and-child-well-being-study/
   Google Scholar
• Pianta, R. C., M. J. Cox, and K. L. Snow. 2007. School Readiness and the Transition to Kindergarten in the era of Accountability. Baltimore: BPC.
   Google Scholar
• Prensky, M. 2001. “Digital Natives, Digital Immigrants, Part 1.” On the Horizon 9 (5): 1–6. doi:10.1108/10748120110424816.
   Google Scholar
• Shonkoff, J. P., and L. Richter. 2013. “The Powerful Reach of Early Childhood Development: A Science-Based Foundation for Sound Investment.” In In Handbook of Early Childhood Development Research and its Impact of Global Policy, edited by P. R. Britto, P. L. Engle, and C. M. Super, 24–34. Oxford: Blackwell.
   Google Scholar
• Sigman, A. 2011. “Does not Compute, Revisited: Screen Technology in Early Years Education.” In Too Much, Too Soon, edited by R. House, 265–289. Stroud: Hawthorn Press.
   Google Scholar
• Snyder, K., J. P. Rech, K. Masuda, and D. Dinkel. 2021. “Perspectives of Infant Active Play: A Qualitative Comparison of Working Versus Stay-at-Home Parents.” BMC Public Health 21 (1): 250–259. doi:10.1186/s12889-021-10286-x.
   PubMed Web of Science ®Google Scholar
• UNESCO. 2022. “World Conference on Early Childhood Care and Education. Education Starts Early: Progress, Challenges and Opportunities.” In Conference Background Report. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000383668
   Google Scholar
• UNICEF. 2012. School Readiness: A Conceptual Framework. New York: United Nations Children’s Fund.
   Google Scholar
• UNICEF. 2021. Early Childhood Development Index 2030 (ECDI2030). https://data.unicef.org/resources/early-childhood-development-index-2030-ecdi2030/
   Google Scholar
• UNICEF. 2022a. Pre-Primary Education. https://data.unicef.org/topic/education/pre-primary-education/
   Google Scholar
• UNICEF. 2022b. ECDI2030 Report Template. https://data.unicef.org/wp-content/uploads/2022/03/ECDI2030-Report-Template_EN.docx
   Google Scholar
• United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
   Google Scholar
• United Nations. 2022a. Global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development. A/RES/71/313. https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202022%20refinement_Eng.pdf
   Google Scholar
• Vandenbroeck, M. 2021. Revisiting Paolo Freire’s Pedagogy of the Oppressed: Issues and Challenges in Early Childhood Education. Abingdon: Routledge.
   Google Scholar
• Wiliam, D. 2011. “How do we Prepare Students for a World we Cannot Possibly Imagine?” Salzburg Global Seminar. December 2011. Accessed November 7, 2022.
   Google Scholar
• World Health Organisation. 2023. WHO Coronavirus (COVID-19) Dashboard. https://covid19.who.int/
   Google Scholar
• Yang, W. 2022. “Artificial Intelligence Education for Young Children: Why, What, and how in Curriculum Design and Implementation.” Computers and Education: Artificial Intelligence 3 (2022): 100061. doi:10.1016/j.caeai.2022.100061
   Google Scholar
• Yang, W., P. Xu, H. Liu, and H. Li. 2022. “Neoliberalism and Sociocultural Specificities: A Discourse Analysis of Early Childhood Curriculum Policies in Australia, China, New Zealand, and Singapore.” Early Child Development and Care 192 (2): 203–219. doi:10.1080/03004430.2020.1754210.
   Web of Science ®Google Scholar
• Zigler, E., and S. L. Kagan. 1982. “Child Development Knowledge and Educational Practice: Using What we Know.” In Policy Making in Education. Eighty-First Yearbook of the National Society for the Study of Education, edited by A. Lieberman, and M. McLaughlin, 80–104. Chicago: University of Chicago Press.
   Google Scholar