Journal of Childhood, Education & Society <p>Journal of Childhood, Education &amp; Society is a double-blind peer review journal that accepts research and review articles in English.</p> en-US <p><strong>Attribution:</strong> You must give <a id="appropriate_credit_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">appropriate credit</a>, provide a link to the license, and&nbsp;<a id="indicate_changes_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">indicate if changes were made</a>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.</p> <p><span id="by-more-container"></span><strong>NonCommercial:</strong> You may not use the material for <a id="commercial_purposes_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">commercial purposes</a>.</p> <p><span id="nc-more-container"></span><strong>NoDerivatives: </strong>If you <a id="some_kinds_of_mods_popup" class="helpLink" tabindex="0" title="" href="" data-original-title="">remix, transform, or build upon</a>&nbsp;the material, you may not distribute the modified material.</p> <p>Author(s) must confirm that Journal of Childhood, Education &amp; Society retains all the copyrights unconditionally and indefinitely to distribute the articles published by Journal of Childhood, Education &amp; Society.</p> (Mehmet Toran) (Serbest Ziyanak) Thu, 17 Feb 2022 17:02:27 +0300 OJS 60 Teachers’ perspectives on optimizing manipulatives in teaching 21st century skills in kindergarten <p>Kindergarten teachers optimize manipulatives in teaching young children. These manipulatives can be tools in developing essential skills needed to meet the demands of 21<sup>st</sup> century society. A descriptive mixed method design was employed in this study. Qualitative data were gathered using interviews and classroom observations, while quantitative data were extracted from questionnaire and classroom inventory checklist. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were transcribed, coded, and categorized by themes. Research respondents were the 25 kindergarten teachers from public schools (n=8) and private schools (n=3) in Pulilan, Bulacan. Results showed that teachers use manipulatives in the teaching and learning process as these provide many opportunities for children to learn and acquire different skills. Several manipulatives develop more than one skill, depending on their characteristics and nature. Moreover, skill development varies depending on the activity and type of manipulatives used. The research finds that manipulatives continue to be relevant and can be used to develop 21<sup>st</sup> century skills in kindergarten. However, teachers need to undergo training on the optimization of manipulatives that are readily available in the kindergarten classroom. Furthermore, there is a need for schools to invest in different manipulatives for use in kindergarten.</p> Ryan Ramilo, Mika Perdigon Cruz, Juli Pearl D. Geanga, Joel Bernal Faustino Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300 Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula <p>The aim of this study is to provide a content analysis of the new Swedish preschool curriculum in comparison with the previous preceding curriculum to investigate how sustainability and education for sustainability (EfS) have been described, and whether there have been any changes in terms of the scope of their inclusion in the new curriculum. The study adopts a holistic view of sustainability, meaning that the environmental dimension, social dimension, and economic dimension, along with a pluralistic and transformative view of EfS, form the analytical framework. Using content analysis, the frequency of explicit and implicit descriptive words for sustainability and EfS in both curricula were investigated. A contextual analysis was also conducted that involved an interpretation of the meaning of the implicit words. Two main findings could be identified in the new curriculum in comparison to the previous curriculum. The first was that the term sustainability is now used from an explicit and holistic perspective that includes all three dimensions. The second was that the new curriculum provides guidance as to how to incorporate EfS where such words as investigating, participation, collaborate and develop are used. Together with the context in which these words appear, a picture forms of a pluralistic teaching tradition in preschool curricula. Overall, the analysis provides a picture of change in the Swedish preschool curriculum that is in line with the intentions of international policy and research relating to a need for increased focus on sustainability and EfS.</p> Anders Ohlsson, Niklas Gericke, Farhana Borg Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300 Transition to school process of children with disadvantages: A literature review <p>Transition to school can be described as an opportunity for children to experience a new social and educational environment. However, it also includes a loss of security area and fear of the journey into the unknown and it can be more difficult for children with disadvantages and their families. It is necessary to address the recent studies conducted on this period, in order to present different perspectives and to determine the tendency of the studies carried out on the transition to primary school in the current literature. In this way, it is possible to look at the transition to school for children with disadvantages from a broad perspective. The aim of this study is to review the research that addresses the transition process of children with disadvantages to primary school. Following the inclusion and exclusion processes carried out in this context, 15 studies related to the subject were examined and the studies were analyzed descriptively. According to the findings, it is seen that the studies mostly focus on revealing the existing situation. The findings of the studies examined in this context are interpreted under the themes of (a) factors affecting the transition of children, (b) problems experienced in the transition, (c) collaboration in the transition, and (d) advices for the process. Findings reveal the importance of each individual in a community at the same risk having their own characteristics, and of considering individual differences while addressing cultural differences. It is thought that new research is needed to improve the transition in terms of inclusivity.</p> Gamze Kaplan, Sima Mart, İbrahim Halil Diken Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300 Children’s views on social distancing and playing on an adventure playground <p>Adventure playgrounds have provided an important play environment for children in the United Kingdom (UK) since the 1940s. Twenty-five children ages from 4 to 13 were asked how they would play if social distancing was introduced on their adventure playground. Using Piagetian classification as a framework, responses from children in the pre-operational stage were compliant, whilst in the operational stage, children were compliant but explained how they would adapt their play. For the formal operational stage, the responses were confrontational. The importance of obtaining children’s views challenges the original ‘blanket’ policy guidance within the UK on social distancing for all children in outdoor environments including an adventure playground and considering how children play when with their peers is more social play.</p> Pete King, Chris Gregory Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300 Evaluating the practice in Swedish school-age educare: Issues and contradictions <p>This article reports how teachers in Swedish school-age educare evaluate (SAEC) their practice. The study was conducted within a research- and development programme and is based on 47 teachers’ written reflections about performing evaluations. The reflections have been analysed using various neo-institutional logics. The results indicate that the teachers’ focus, regarding both the children and the practice, is directed differently when they are guided by different logics. When guided by <em>the market logic</em>, teachers focus on customer preferences and customer satisfaction. Guided by <em>the professional logic</em>, teachers focus the collective as well as the activities and the organisation around them. Guided by <em>the</em> <em>bureaucratic and state logics</em>, the teachers focus on the formal teaching, the individual child, and the school-age educare goal fulfilment. The results also show issues and contradictions concerning how to evaluate, what to evaluate, and when to evaluate. One possible claim is that the learning processes at the school-age educare are broad and complex, and thus difficult to “mould” to fit into evaluation schemes.</p> Helena Ackesjö Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300 Preschool staff perceptions of leader capabilities during COVID-19 early stage in Iceland <p>In mid-March 2020, leaders of Icelandic preschools faced a new reality: the task of leading and keeping their preschools open during the early stages of a pandemic. Suddenly, everything changed, and dystopia became the “new normal”. The proximal closeness between unrelated people was forbidden, and everyone was supposed to practice social distancing. This article discusses the attitudes of preschool staff towards their leaders (principals) during that time. How successfully did the leaders handle the first weeks of the pandemic? Data were drawn from an online survey conducted between 8 and 18 April 2020 during a time when feelings were running high. The results showed that staff felt that most of the leaders supported and did their best to take care of their staff members. Leaders established new ways to communicate and get information from both staff and parents. They showed assertiveness and used their former leadership training and skills. However, staff perceived leaders had problems setting boundaries, and their insecurity affected their leadership skills. The unique contribution of this study is that its data were collected during the early stages, which may be helpful for later stages or other crises affecting preschools in the future.</p> Kristín Dýrfjörð, Anna Elísa Hreiðarsdóttir Copyright (c) 2022 Journal of Childhood, Education & Society Thu, 17 Feb 2022 00:00:00 +0300