First year early childhood education students’ beliefs about children in long day child care
Ailwood, Joanne & Boyd, Wendy A. (2006) First year early childhood education students’ beliefs about children in long day child care. In Australian Teacher Education Association, July 5-8, Fremantle, Western Australia. (Unpublished)
This paper will present the preliminary findings of our pilot study of first year early childhood education students in our four year Bachelor of Education (Early Childhood) course. It has been anecdotally recorded amongst staff that many early childhood education students display negative attitudes towards some parents, particularly mothers who use child care; especially those who make use of full-time long day care, where very young children are in care up to ten/twelve hours a day or those parents who use care when they are not in paid work. If such views are indeed held by preservice early childhood education students, they are quite clearly contradictory and incongruent in terms of their chosen professional pathway. In our study we are investigating these anecdotal claims. Further, we are investigating the teaching options we can provide in our preservice teacher education course whereby students have the opportunity to develop more critical and thoughtful understandings of parents and their child care choices/options, or lack thereof. If negative perceptions of parents remain unchallenged for early childhood education students this is a potentially problematic perspective for a range of reasons. For example, the graduates of early childhood degrees may become Directors of long-day child care centres and be required to deal with parents on a daily basis. Child care is an essential component of communities and professional early childhood educators must be articulate in their upholding and defence of non-parental child care. We suggest that mentoring, support and critical engagement with a wide range of family and policy issues are required for students to develop an informed and articulate position regarding parents and their use of child care.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||teacher education, early childhood education and care|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Administration Management and Leadership (130304)|
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 (please consult author)|
|Deposited On:||18 Jan 2007|
|Last Modified:||09 Jun 2010 22:37|
Repository Staff Only: item control page