Where Did Love and Care Get Lost? Educators and Parents' Perceptions of Early Childhood Practice

Autor/inn/en	Rouse, Elizabeth; Hadley, Fay
Titel	Where Did Love and Care Get Lost? Educators and Parents' Perceptions of Early Childhood Practice
Quelle	In: International Journal of Early Years Education, 26 (2018) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1461613
Schlagwörter	Foreign Countries; Early Childhood Education; National Standards; Interpersonal Relationship; Caring; Teacher Student Relationship; Parent Attitudes; Teacher Attitudes; Preschool Teachers; Psychological Patterns; Friendship; Language Usage; Semi Structured Interviews; Surveys; Case Studies; Content Analysis; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternverhalten; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Freundschaft; Sprachgebrauch; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Inhaltsanalyse; Qualitative Forschung; Australien
Abstract	Overarching the Australian Early Childhood Education and Care sector currently are the Early Years Learning Framework and the National Quality Standards and shape the practice of early childhood educators. Within these documents, the word LOVE is not mentioned as an important characteristic of effective teaching. This paper examines the notion of love in ECEC contexts, drawing on three studies which examined parent and educator perspectives on what is important in ECEC practice. A consistent theme throughout these studies was families discussing the notions of care, love, happiness and friendships as important for their children in ECEC. Families were not as focused on qualifications and/or expertise, but instead valued educators who they felt knew and loved their children. Educators rarely mentioned the words love or happiness, but instead spoke about child development and learning when reflecting on the programme in the ECEC settings. We will argue in this article the language of learning in ECEC, which is being influenced by the neoliberalist discourse in education, restricts educators engaging in other discourses about practice which include care and love. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01