Educator Perceptions of Free-Flowing Routines in Early Childhood Education and Care

Autor/inn/en	Collins, Tian J.; Jones, Rachel A.; Tonge, Karen L.
Titel	Educator Perceptions of Free-Flowing Routines in Early Childhood Education and Care
Quelle	In: Journal of Early Childhood Research, 21 (2023) 2, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Rachel A.) ORCID (Tonge, Karen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221145476
Schlagwörter	Early Childhood Teachers; Early Childhood Education; Child Care; Behavior Patterns; Repetition; Classroom Environment; Freedom; Child Behavior; Personal Autonomy; Social Development; Emotional Development; Learner Engagement; Educational Environment; Teacher Attitudes + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Kinderfürsorge; Kinderbetreuung; Wiederholung; Klassenklima; Unterrichtsklima; Freiheit; Individuelle Autonomie; Soziale Entwicklung; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten
Abstract	There is ongoing interest in free-flowing routines in early childhood education and care settings (ECEC), however little is known about educators' perceptions of free-flowing routines. Therefore, the aim of this study was to explore the perceptions of educators regarding free-flowing routines. A focus group and five semi-structured interviews were conducted. Four main themes were identified: learning outcomes, learning opportunities, team characteristics, and pedagogy and practice. Free-flowing routines may offer additional affordances for children's learning compared to structured routines, such as greater independence and agency for children, sustained time to engage in child-led learning, and deeper engagement in learning. Quality pedagogical practice was perceived as being highly important in free-flowing routines. It is recommended that ECEC settings implement an aspect of free-flowing routines for part, or all of the day, and be open to the learning opportunities that this may present for children. With further research, there is potential to better understand routines that best support children's learning and development in ECEC, as well as opportunities to influence national and international policy and curricula. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01