Educators’ risk-taking in high quality early childhood education
| Autor: | Mandy Cooke, Frances Press, Sandie Wong |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Praxis media_common.quotation_subject education 05 social sciences 050301 education humanities Education Developmental psychology Developmental and Educational Psychology 0501 psychology and cognitive sciences Quality (business) Early childhood Risk taking Psychology 0503 education health care economics and organizations 050104 developmental & child psychology media_common |
| Zdroj: | International Journal of Early Years Education. :1-17 |
| ISSN: | 1469-8463 0966-9760 |
| DOI: | 10.1080/09669760.2020.1848531 |
| Popis: | There is little research to show how early childhood educators perceive risk-taking and whether, in the pursuit of high quality early childhood education, educators might take risks in their professional practice. We conducted a qualitative case study to explore early childhood educators’ views on, and engagement with, risk-taking in professional practice. Through thematic analysis of interviews with 55 educators in three high quality early childhood education services, we show that, for the educators in the study, risk-taking was a valuable aspect of professional practice driven by three main motivations: professional growth and development; developing children as competent and empowered individuals; and advocacy and activism. We also show that educators’ risk-taking was enacted under five broad themes: providing opportunities for children to take risks; trusting children; doing things that are new; expressing ideas and beliefs; and including curriculum content that may be considered controversial, complex and inappropriate for children. We conclude that for educators in the study, risk-taking was enacted as courageous, ethically and morally driven praxis in pursuit of high quality ECE for the benefit of both individuals and society. |
| Databáze: | OpenAIRE |
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