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29thEECERA ANNUAL CONFERENCEEarly Years: Making it CountThessaloniki, Greece20th – 23rd August 2019ABSTRACTBOOK1
ACKNOWLEDGEMENTS:EECERA 2019 organisers would like to thank the Scientific Committee for their freely giventime, diligence and scholarship.Athanasios Gregoriadis, Associate Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceDomna-Mika Kakana, Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceMeni Tsitouridou, Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceAntonis Lenakakis, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceMaria Birbilli, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceMaria Papandreou, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceMaria Pavli-Korres, Associate Professor, Faculty of Education, Aristotle University of Thessaloniki, GreecePanagiotis Pantidos, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceKonstantina Dogani, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceMaria Geka, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceKostas Vouyoukas, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, GreeceChris Pascal, Director, Centre for Research in Early Childhood, United KingdomEleni Loizou, Associate Professor, Department of Education, University of Cyprus, CyprusJohanna Einarsdóttir, Professor, School of Education, University of Iceland, IcelandCONDITION OF PARTICIPATION: Some abstracts submitted by delegates forparticipation in EECERA 2019 have been revised and edited in good faith by theScientific Committee. The organisers cannot be held responsible for the contentsof the abstracts published in this book.2
ContentsKEYNOTES4SYMPOSIUM SET A8SYMPOSIUM SET B38SYMPOSIUM SET C69SYMPOSIUM SET D100SYMPOSIUM SET E132SYMPOSIUM SET F163SYMPOSIUM SET G194POSTER SYMPOSIUM SET I225POSTER SYMPOSIUM SET II243“PED”agogical TALKS261INDEX268This Abstract Book has been printed by3
KEYNOTE IWednesday 21st August 201909:30 – 10:30MARIA EVANGELOUUniversity of Oxford, United KingdomDesigning early childhood setting-based interventions to enhance home-setting partnerships inchallenging circumstancesChildren’s development takes place within an extensive environmental context that incorporates families,communities, and social, economical and political constraints. Early childhood interventions take placewithin an interdisciplinary framework of fields. These interventions are often located within a risk andresilience framework, to put in place protective factors intended to build a child’s resilience to adversity.This keynote presentation will use Theory of Change to delineate how early childhood settings can besupported to design and/or implement setting-based interventions to enhance home-setting partnerships.Theory of Change allows the programme developers to describe in detail the rationale behind thedevelopment of their intervention, the theoretical framework that underpins their work, and to identify thepotential causal links that might be bringing change to the agreed outcomes as a result. This would beespecially useful for those colleagues who work with children at risk of underachieving their full potential.This is a topic of great current interest as a number of families and their children are living globally inchallenging circumstances. While interventions so far value the contribution of both home and setting onchild development, they lack a focus on the interactions that take place within and between homes andsettings as these interactions have unique contributions to a child’s development.4
KEYNOTE IIWednesday 21st August 201911:00 – 12:00JAN PEETERSCentre for Innovation in the Early Years (VBJK), Ghent University, BelgiumMeasuring the outcomes of young children or analysing the effectiveness of the ECEC systems, whatcounts most?In the field of ECEC policymakers, practitioners and researchers each have their distinct role to guaranteethe quality of ECEC. However, these 3 key players, though united in their aim for quality, seem to speak adifferent language. At the same time, none of them solely have the full array of knowledge and skills to moveeffectively towards quality ECEC. To realise sustainable change, policy, research and practice need to beregarded as inextricably linked and need to look together for accountability to invest in high quality ECEC.Together they have to make choices about what form of quality assessment or quality control is appropriateto convince political parties and governments to invest in quality ECEC. In the last decade more and moreinternational organisations and national governments have wanted to evaluate ECEC programs by measuringthe child outcomes. But is this always the right choice? Low and middle income countries cannot affordexpensive evaluations through measuring children’s outcomes. In other countries, this approach which limitsquality to child outcomes does not fit in the pedagogical vision of the practitioners. Can researchers providealternative methods to evaluate the quality of ECEC for those countries that take into consideration abroader view on quality and that embrace the vision of the practitioners? Are there ways of analysing thewhole system of ECEC that are also creating possibilities to compare countries and that do involvepractitioners, researchers and policymakers? This key note is a story of a journey through 8 middle incomecountries, where we discussed with more than 800 practitioners, policymakers and researchers their visionof the quality of the ECEC system in their country.5
KEYNOTE IIIFriday 23rd August 201913:20 – 14:20ELIZABETH A. SHUEYEducation and Skills Directorate, Organisation for Economic Co-operation and Development (OECD),Paris, FranceImproving measurement to enhance services and systems for our youngest childrenEarly childhood is a time of rapid growth, exploration and learning that occurs in the contexts of relationshipswith others. Young children’s early experiences and the quality of their interactions and relationships variestremendously across cultures, communities, institutions, families and individuals. For some children, thisvariation is in support of their individual needs and interests. For other children, the variation in earlyexperiences is inequitable, related to social and economic conditions as well as policy and regulatorycontexts. These early differences matter for young children’s well-being and have long-term implications forhealth, wellness and educational and economic attainment as children grow. Researchers and policymakersbear responsibility for ensuring that knowledge around early childhood education and care is applied in waysthat promote equity and support all children. Robust, timely data are essential to inform policy and buildbest practices. Ongoing efforts at the Organisation for Economic Co-operation and Development (OECD),specifically the International Early Learning and Child Well-Being Study and the Starting Strong Teaching andLearning International Survey, aim to strengthen research and measurement around young children’soutcomes and their ECEC environments. This keynote presentation will give an overview of the conceptualand research foundations for these new research initiatives, highlighting the opportunities to promoteequity in policies, services and systems for our youngest children.6
KEYNOTE IVFriday 23rd August 201914:50 – 15:50SAMUEL J. MEISELSBuffett Early Childhood Institute, University of Nebraska, United StatesAssessing young children: What early educators need to knowPressure to demonstrate the effectiveness of early childhood programs and to evaluate young children’sreadiness for school are fueling mistaken assumptions about how young children learn and how best toassess their growth and development. The source of much of this pressure comes from policymakers whowant to know what kind of impact specific early childhood programs are having on children’s learning and ifscarce public funds are being used wisely. In the U.S. these questions have led to the creation of high-stakestesting regimes and accountability standards based on methodologies developed for older students. Usinga national testing program designed for Head Start as an example of high-stakes early childhood testing andobservational assessment as an alternative, this presentation focuses on the importance of developingcontext-rich, responsive assessments that reflect children’s complex learning patterns, conform tomeaningful standards, and represent valid ways of evaluating children’s learning.7
Symposium Set A13:30 – 14:50, Wednesday 21st August 2019A1POLICY INFLUENCES AND DATA IN TIMES OF CHANGEIndividual Paper SymposiumChair: Carolina Snaider, Teachers College, Columbia University, United StatesHow think tanks and literacy policies can be used to analyze neoliberal influences on Icelandic preschoolsKristin Dýrfjord, University of Akureyri, IcelandThe aim is to explore how the Preschool in Iceland has become part of a new political horizon in which national and multinationalagencies and think tanks are powerhouses. It explores how players other than preschool-teachers are undermining professionalpowers and acquiring control. It will consider how players are enacting neoliberal ideology and using means developed orpromoted by transnational institutions (Grek, 2014). The research is grounded in neoliberal writings of among others, Hursh, 2016;Lissovoy, Means, & Saltman, 2015). It is carried out by comparing two literacy document from the Reykjavik-city. Theoreticalframework is based on a.m.o. on Giroux (2007) writings on pedagogy as political and critical. Qualitative discourse analyses areused as a methodical tool. The main ethical considerations connect to the use of concepts such as neoliberalism and how widelyconclusions can be drawn. There is a danger to over-interpret. Analysis of the development of two literacy policy documents hasshown how preschool teachers have been set aside in favour of experts from other disciplines and how this has changededucational policy from being play-based to being part of the newspeak. The ideology behind these two policy documentsindicates that the actors in the later one are looking to transnational agencies. It is unclear if or how the early childhood professionin Iceland can regain control of educational policy. It may be too big fight for one profession. The profession must first acknowledgethe change and it have to map it, frame it, and name it.neo-liberalism, policy studies, literacy, early childhood, discourse analyses,What Argentina needs to know: Producing and using data to better serve young childrenCarolina Snaider, Teachers College, Columbia University, United StatesThis paper elaborates on the situation of young children in Argentina and the status and nature of services that children receive.My main purpose is to argue for the production of child data systems in the country. Studies show that child data allow foridentifying policy priorities and better address the needs of young children (Cochenour & Hebbeler, 2015; Gruendel & Stedron,2012; Jordan, King, Banghart, & Nugent, 2018). Comparative international studies have found that producing and using child datais an essential component in countries with high-performing ECCE Systems (Kagan & Landsberg, in press). Systems theory informedmy analysis, which predicates that ensuring high quality ECCE services for all children requires not only expanding programs, butalso developing the supportive infrastructure: e.g., governance, financing and assessments. Data are one of the core infrastructuralcomponents of effective ECCE systems (Berlinski & Schady, 2015; Kagan et al., 2016; Kagan, Tarrant & Kauerz, 2012). For thisqualitative study, I conducted a desk review using as major sources official websites and legal documents. Importantly, while Iargue for the production of child data, I also remark the ethical responsibility to assure confidentiality. The country analysis revealsArgentina does not produce effective child data—neither at individual nor aggregated levels. Data comes from independentdatabases, most of them not from official government agencies; data are outdated, rarely collected systematically across time,and reported in incomplete and disintegrated ways. I end offering some policy recommendations because reliable data are criticalto make sound, informed policy decisions.Argentina, early childhood policy, child data, system theory, Latin AmericaThe Swedish preschool class in times of policy changeSven Persson (1), Helena Ackesjö (2), Lina Lago (3), (1) Malmö University, Sweden; (2) Linneaus University, Sweden; (3) LinköpingUniversity, Sweden The aim of the research project is to analyse policy changes concerning the Swedish preschool class. Thepreschool class for six years old children is described as a transition zone between preschool and school (Ackesjö and Persson,2016. Teachers construct an educational position for the preschool class that is influenced by both the social-pedagogical and theacademic school traditions (Lago, 2014). New institutionalism and policy enactment theory are used to understand how teachersadapt, interpret and transform policy to a local educational context (Czarniawska, 2005; Powell & DiMaggio, 1991). Re-8
contextualisation is a key concept in the policy enactment theory to analyse how teachers do policy (Ball et al., 2012). Theories ofprofessionalisation processes are used to understand the importance of professional recognition and jurisdiction. This is alongitudinal policy ethnographic study over four years (2018-2021). The main methods are document analyses and interviews withteachers and principals. All respondents are guaranteed confidentiality and anonymity. They are free to leave the project at anytime. On policy level, the term ‘schoolarisation’ describes a positional shift for the preschool class in the education system. Parallelprocesses of re-contextualisation are initiated when new curriculum is confronted with the teachers interpretations of theirassignment. Teachers express a recognition in terms of a societal trust in the teaching they conduct. On policy level, the term‘schoolarisation’ describes a positional shift for the preschool class in the education system. Parallel processes of recontextualisation are initiated when new curriculum is confronted with the teachers interpretations of their assignment.Teachers express a recognition in terms of a societal trust in the teaching they conduct. The study implicates that there is no linearrelation between new policy and educational practice, instead policy is re-contextualised in relation to local organisation andteachers beliefs.policy enactment, preschool class, Sweden, ethnography, professionA2CREATIVITY AND DRAMAIndividual Paper SymposiumChair: Anne Clerc-Georgy, University of Teacher Education, State of Vaud, Switzerland"I thought all you needed for a successful class was a desk and paper ": The Effect of an integrated creative arts class onearly childhood pre-service teachersLeslie Rech, Kyunghwa Lee, Robert Capuozzo, Francesca Pase, University of Georgia, United StatesThis paper examines pre-service (PS) teacher perceptions of early childhood (EC) classrooms during integrated arts in EC course.Much research has demonstrated that integrating arts experiences improves academic achievement, fosters creative thinking,and enhances student engagement (Israel 2009; Martin et al, 2014), but recent studies of PS teacher attitudes about integratingarts in classrooms report initial discomfort with materials, processes, or planning (Belardo, Burrows, & Dambekalns, 2017; Leonard& Adeyanju, 2016). To understand PS teachers' graphic representations of EC classrooms, we draw on Barad's (2007) concept ofintra-action in which juxtapositions of phenomena (such as PS teachers and an integrated arts course) provoke and produce newmeanings. We analysed 51 PS teachers' pre- and post-instruction drawings in fall 2018. A consent form and information sheet wasprovided to all participants. Pseudonyms have replaced the names of participants. Participants were given the opportunity towithdraw from the study at any time. Participating PS teachers' pre-instruction drawings included traditional classroom materialsand configurations, such as grouped desks, whiteboards, rugs, cubbies, and bulletin boards. In post-instruction drawings, while45 of 51 (88%) included new materials and configurations (such as free choice areas for drama, arts, or science) 30 post-drawings(59%) retained or added more traditional materials and configurations. The findings illustrate ways in which integrated artscoursework both compliments and comes into tension with student field experiences and have implications for EC teachereducation courses and programs with a focus on arts, integration, and creativity.arts, creativity, integrated curriculum, early childhood teacher education, drawingEarly childhood pre-service teachers employ drama techniques in their involvement during children's playAnthia Michaelides, Eleni Loizou, University of Cyprus, CyprusThis study explores pre-service early childhood (EC) teachers' play skills (scenario and role skills) through the lens of creativedrama. Children's mature play, refers to the highest level of play skills children can develop (Leong & Bodrova, 2012). In children'ssocio-dramatic play, skills such us scenario, roles, props, language etc., can be seen (Leong & Bodrova, 2012). An importantelement in children's play skills development is the teachers' involvement (Loizou, 2014). Also, creative drama can supportchildren's and teachers' play skills (Lobman, 2003), thus exemplifying a relationship between drama and play. Drawing onVygotsky's ZPD, we acknowledge teacher's involvement in play as a means to support play skills development (Bodrova, 2008).Research on teacher's involvement in children's play has reported various types of involvement (Gmitrova, 2013) andcharacteristics (Hakkarainen et al., 2013). Fourteen pre-service teachers conducted a 30-45-minute-long video during children'ssociodramatic play and reflected upon it. Specific questions guided their reflection. Common categories of involvement werenoted and drama techniques identified. Consent forms were given to all participants with the opportunity to leave at any time.Results highlight the use of drama techniques or some of their elements by teachers during their participation in children's play.For instance, improvisation, the giving and receiving offers elements were employed. In all cases the participants incorporated the9
drama technique of teacher in role; they were in role during their participation in children's play. The pedagogy of play can beenhanced by drama techniques supporting role and scenario play skills.role and scenario play skills, mature play, sociodramatic play, teacher involvement, drama techniquesThinking play and curriculum dialectically: The example of puppet theatreAnne Clerc-Georgy, Daniel Martin, Béatrice Maire Sardi, University of Teacher Education, State of Vaud, SwitzerlandOur research focuses on the dialectics between play and curriculum. The aim is to identify how teachers capture the knowledgeemerging in play in order to promote their appropriation by pupils. The research is about play and pre-school learning anddevelopment (Bodrova & Leong 2011; Fleer, 2009; Pramling & al. 2017; Vygotsky, 1933/2016). It aims to develop a specificdidactics in preschool (Clerc-Georgy, 2018) taking into account the children's perspective (Sommer & al., 2013). In a historicalcultural perspective, we investigate the question of double mediation (Schneuwly, 2008),
specifically the International Early Learning and Child Well-Being Study and the Starting Strong Teaching and Learning International Survey, aim to strengthen research and measurement around young childrens outcomes and their ECEC environments. This keynote presentation will give an overview of the conceptual
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