Journal of Childhood, Education & Society 2021-02-19T07:27:40+00:00 Mehmet Toran Open Journal Systems <p>Journal of Childhood, Education &amp; Society is a double-blind peer review journal that accepts research and review articles in English.</p> Young students’ views on problem solving versus problem posing 2021-02-19T06:12:41+00:00 Jorryt van Bommel Hanna Palmér <p>For decades, problem solving has been of interest to researchers, and several studies have tried to capture the influence of students’ beliefs, attitudes and emotions towards mathematics and problem solving. However, problem posing as part of problem solving has not been investigated to the same extent. This article focuses on six-year-olds’ views on solving and posing problems. How do the students themselves describe their views on solving and posing problem-solving tasks, and what similarities and differences can be found? An educational design research study was conducted in three classes where the students first solved and then posed problem-solving tasks. Afterwards, the students were interviewed. In these interviews the students expressed positive views towards both solving and posing problem-solving tasks. The students expressed autonomy and challenge as positive when both solving and posing tasks. However, a posed task needed to be solved before being finished. Further, not all students considered problem posing to be a mathematical activity, and a plausible explanation for this is the students’ limited experience of problem posing.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society Revealing colonial power relations in early childhood policy making: An autoethnographic story on selective evidence 2021-02-19T06:12:57+00:00 Norma Rudolph <p>The COVID-19 pandemic exposes uncertainty, instability and glaring inequality that requires urgent global policy decisions. Historically, bureaucrats regard uncertainty as the enemy and look for tested solutions (Stevens, 2011). In contrast, Fielding &amp; Moss (2010) acknowledge an uncertain future and encourage shifting policy making towards the search for possibilities instead of replicating singular solutions. Escobar (2020) advocates for pluriversal politics, with many possibilities created through collective decision-making by autonomous interlinked networks. In this paper, I combine autoethnography with policy analysis drawing on my own experience in South African early childhood policy making. I argue for a fresh decolonial debate about early childhood policy to replace dominant imported evidence-based narratives. I pay attention to power relations and examine, not only the content of evidence, but who has authority to speak (Mignolo, 2007). I introduce the bottom-up appreciative participatory dialogical policy making in the Gauteng Impilo project (1996 - 2000), as one attempt to resist the dominant policy trajectory. Local networks, that can inform policy making and resource allocation though conversation and action, emerged from this experience. This article invites urgent inclusive policy debate that expands choices and can produce cumulative worthwhile change and new learnings to birth a better society.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society Preschoolers’ views on integration of digital technologies 2021-02-19T07:25:50+00:00 Ora Segal-Drori Anat Ben Shabat <p>The aim of the present study was to explore preschool children’s views on the integration of digital technologies in their school. The study included 171 Israeli children aged 3 to 6 who participated in in-depth interviews regarding their views on digital technologies in their preschool. The interviews were analyzed using content analysis. Three major views regarding digital technologies in the preschool were found: The degree to which digital technologies are necessary; the goals of the use of these technologies; the setting for using the digital technologies. Fifty percent of the children, especially the younger ones, claimed that use of these technologies is not necessary in preschool. However, most of them understood the importance of using these technologies and their contribution to many fields. In relation to the setting use, they referred to time and social aspects. The findings indicate that preschool teachers need to mediate these aspects more wisely and adapt them to the children's understanding and view toward digital technologies than actually takes place when they use them with the children.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society Children’s problem solving skills: Does Drama Based Storytelling Method work? 2021-02-19T06:17:00+00:00 Gökhan Kayılı Zeynep Erdal <p>In this research, it was aimed to investigate The Effect Of Problem Solving Training Provided By The Drama Based Storytelling Method on the problem solving skills of five-year-old children. The research is designed according to quasi-experimental model which is one of the quantitative research methods. In the research, semi-experimental design with pretest-posttest control group was used. A total of 40 children, including 20 children in the experimental group and 20 children in the control group, were included in the research. In addition to the Turkey Ministry of National Education Preschool Education Program, children who constitute the experimental group have been given problem solving training with The Drama Based Storytelling Method for a total of 7 weeks, 2 days a week and 1 hour. The children in the control group were not included in this education, but continued their daily education programs only using the Ministry of Education Preschool Education Program currently implemented. The problem solving skills of the children participating in the research were evaluated with The Scale of Problem Solving Skills. The test were applied to children before and after the intervention period; In addition, it was reapplied to the experimental group after 2 weeks. As a result of the research, it can be said that the problem-solving education provided with The Drama Based Storytelling Method, which is implemented in integration with the Ministry of National Education Preschool Education Program, has contributed positively to the problem-solving skills of five-year-old children.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms 2021-02-19T06:17:21+00:00 Nirmala Karuppiah <p>This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, &amp; Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society A posthuman perspective on early literacy: A literature review 2021-02-19T07:27:40+00:00 Zhen Lin Guofang Li <p>Drawing on research about young children’s literacy development, this review article discusses a recent paradigmatic turn for understanding the child and childhood from human-centerism to posthumanism. Building on the new materialist tradition (e.g., Barad, 2007) and the assemblage theory of Deleuze and Guattari (1987, 1997), the posthuman lens enables researchers and educators to see children as parts of entangled networks of relationships who continuously intra-act with their peers, teachers, materials, and the other nonhuman entities and activities produced constantly by the child-material entanglements. As such, the posthumanist perspective expands the current research on early literacy by offering new possibilities for re-conceptualizing the child, the materials or resources for early literacy, and the meaning of childhood and children’s play. These new ways of seeing the child, the materials, and childhood have also generated new pedagogical practices that are material-oriented, intra-active, and flexible. The review concludes by providing directions for conducting research from a posthuman perspective in the field of early literacy education.</p> 2021-02-19T00:00:00+00:00 Copyright (c) 2021 Journal of Childhood, Education & Society