Academic journal article Australian Journal of Early Childhood

Editorial

Academic journal article Australian Journal of Early Childhood

Editorial

Article excerpt

This unthemed edition of the journal presents articles that reflect the need for caters and educators of young children to be imbued with professional skills and an innovative mindset. This allows them to be effective practitioners that are self reflective, interventionist and inclusive in their teaching and learning practices.

As stated in the previous issue of AJEC, a transcript of a recent speech will now be included as a regular feature of the journal. Included in this edition is the speech presented by Louise Porter at Early Childhood Australia's Biennial Conference held in Hobart, July 2003. Porter provides readers with an interesting, thoughtful dissertation on the sociology of childhood and the importance of valuing children. Underpinning all early childhood practice is the view that practitioners hold of children, which permeates decisions of programming and responses to emotional and behavioural needs.

Next, Kilgallon and Maloney pose the question: What do early childhood teachers know about teaching children with disabilities? The authors highlight the importance of the dual responsibility of integrating children with disabilities into mainstream education as well as inducting them into the education system. The concept of 'inclusion' requires early childhood teachers to take stock of their existing knowledge base and to be proactive in seeking relevant information and advice.

Much has been written in the research literature about parent engagement and the positive influence the 'parent voice' has in terms of the quality of the care and education of children. Elliott reports on her work using focus groups to identify what is important to parents and their suggestions about how such sharing could be achieved.

Teachers are expressing concern about the 'social readiness' of many children and their abilities to negotiate the ever increasing complexities of the modern kindergarten classroom, particularly those children from 'at risk' backgrounds. …

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