Since 2017 eceLINK has published peer reviewed articles, these articles offer a variety of ideas that can be explored individually, by program staff and communities of practice, and by students in post-secondary early childhood education classrooms.
All published eceLINK articles have undergone blinded (without author information) peer reviews. Each article, authored through a collaboration between academics/researchers and early childhood educators, is firmly grounded in the everyday practice of early childhood education and care. The articles, therefore, have the potential to transform thinking and practices through critical reflection and dialogue .
The eceLINK Peer Reviewed Collection will be featured in both Spring and Fall issues. Calls for articles will be made well in advance of publication; and can be found here. If you have any questions about the submission process, please contact the provincial office at [email protected] - 416-487-3157 x 27
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An Outcome Evaluation of a Professional Development Opportunity Focusing on Sexuality Education for Early Learning Professionals
Alice Simone Balter, Deborah Gores, Tricia van Rhijn, Jennifer Katz,
Irene Kassies, Mary Gleason, Janelle Joseph
This outcome evaluation assesses the impact of a one-day professional development opportunity in sexuality education for early learning professionals. A non-experimental pre-test/post-test research design evaluated the experiences of 28 participants. Thematic analysis and paired samples t-tests analyzed the perceived impacts and differences between pre- and post-test assessments. Positive changes were demonstrated in participants’ (a) perceptions of their daily practice, specifically increases in knowledge, comfort, and confidence in answering children’s questions about sexuality, and increased communication between staff and parents; and (b) preparedness to address sexuality in early learning settings. Recommendations for practice aim to increase professional capacity and provide the necessary support for early learning professionals.
child development, early childhood education, early learning, professional development, program evaluation, public health, sexuality education
ECE’s Early Experiences in Full-Day Kindergarten: “They just weren’t ready for us!”
Full-day kindergarten in Ontario is built on a legislated partnership between Registered Early Childhood Educators (RECEs) and kindergarten teachers governed by the Ontario College of Teachers (OCT). These partners share professional space in local schools and have a duty to cooperate. A narrative case study used open-ended, semi-structured questions to learn how RECE participants’ experience daily events within this partnership. Three RECE participants, who identified as female, were employed by three different district school boards. Employing positioning theory (Harre & van Langenhove, 1999) and a thematic and plot analysis of RECE storied daily practices (Creswell, 2009), this paper provides a deeper understanding of how RECEs position themselves within the partnership. Four broad themes emerged: communication barriers between partners, marginalized status within the school hierarchy, differential valuing of roles and responsibilities of the partners, and limited RECE professional learning opportunities.
An examination of full-day kindergarten 10 years later suggests RECEs continue to experience systemic and structural inequities due to policies, roles and responsibilities, hierarchies, and professional inequities in the full-day kindergarten partnership.
hierarchy, inter-professional, kindergarten, legislation, marginalization, policy, Registered Early Childhood Educator, teacher, roles, responsibilities
How Early Years Professionals Can Inform an Early Years Policy Framework Prototype
Céline Bourbonnais-MacDonald, Tabatha Anderson, Veronica Clough, Haille Ifabumuyi, and Amy Williams
This study outlines the first phase of a co-design approach to construct an Early Years policy framework prototype by focusing on the perspective of Early Years professionals in the London–Middlesex area. Previous information was collected from parents/caregivers and child care providers; this study adds the voice of the Early Years professional. Empowering key stakeholders, including Early Years professionals, in the co-design of a policy provides the opportunity for those most impacted by the policy to provide insights beyond consultations. The impact of the COVID-19 pandemic has demonstrated an urgent need for an Early Years policy framework that includes the perspectives of various stakeholders directly impacted by child care.
Early Years policy framework, Early Years policy design, human-centred policy design, policy co-design