Love in Education: West Australian Early Childhood Pre-Service Teachers' Perspectives on Children's Right to Be Loved and Its Actualisation within Their Future Practice

Autor/inn/en	O'Connor, Dee; Robinson, C.; Cranley, L.; Johnson, G.; Robinson, A.
Titel	Love in Education: West Australian Early Childhood Pre-Service Teachers' Perspectives on Children's Right to Be Loved and Its Actualisation within Their Future Practice
Quelle	In: Early Child Development and Care, 190 (2020) 15, S.2402-2413 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Connor, Dee) ORCID (Robinson, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1574778
Schlagwörter	Foreign Countries; Early Childhood Teachers; Preservice Teachers; Student Attitudes; Childrens Rights; Caring; Educational Practices; Childhood Needs; Child Development; Psychological Needs; Teacher Student Relationship; Intimacy; International Law; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; 'Children''s rights'; Kindesrecht; Care; Pflege; Sorge; Betreuung; Bildungspraxis; Childhood; needs; Kindheit; Bedürfnis; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Intimität; Law of nations; Völkerrecht; Australien
Abstract	Children's right to love is a recognised fundamental human need set down within the 1992 "United Nations Convention on the Rights of the Child." This recognition stems from an acknowledgement that the Early Years of Development are emotionally driven (Degotardi, S., & Sweller, N. (2012). Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation. "Early Childhood Research Quarterly," 27(2), 253-265. doi:10.1016/j.ecresq.2011.09.002.). Young children respond best to those with whom they experience love and acceptance (Carter, M. A., & Fewster, C. (2013). Diversifying early years' professional learning: One size no longer fits all. "Australasian Journal of Early Childhood," 38(1), 73-?80.). As such, love in the classroom is important as an empowering agent of children's well-being and achievement. Children's need and right to be surrounded by love poses a challenge for many early childhood teachers as they strive to meet the emotional needs of children within a professional care-based relationship (Goldstein, J. (2012). "Children's development, health and well-being." Waterloo, Brussels: Toy Industries of Europe (TIE); Walsh, K., & Brandon, L. (2012). Their children's first educators: Parents' views about child sexual abuse prevention education. "Journal of Child and Family Studies," 21(5), 734-746. doi:10.1007/s10826-011-9526-4.). This research presents pre-service teachers' perspectives on love in early childhood education; their definitions, their understanding of its role within the development, and their visions of how it can be actualised within their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01