Angela Fenton

Spirituality and child protection in early childhood education: a strengths approach

In recent international and Australian early childhood curriculum guidelines and child-protection policies, the need for teachers of young children to foster spirituality has been highlighted. However, what this might mean in practice has not been widely explored. This article addresses the more controversial issue of spiritual abuse and the right of children to protection in terms of spiritual development. We present a critique of current definitions taken from research and policy documents. Qualitative data provide the research background. Vignettes are presented to give examples of what spiritual harm might look like in practice. Finally, a strengths-based approach is introduced and strategies are suggested in order to explore the potential of the Strengths Approach (a social justice approach originating from social service practice) to aid early years’ teachers to create spiritually protective learning environments. This approach recognises and values children’s holistic development and wellbeing and supports them to appreciate, engage with and question the world around them with a resilient spirit.

Supporting Early Childhood Preservice Teachers in Their Work With Children and Families With Complex Needs: A Strengths Approach

This article explores the potential of tailoring the inherent principles of the Strengths Approach (McCashen, 2005) for preparing early childhood educators to work with children and families with complex needs. The term Strengths Approach (capitalized) is presented in the article as the name of a specific approach developed by St. Lukes (McCashen, 2005) while the term strengths approaches (lower case) is included for broader references to strengths-based organizational practices. The Strengths Approach is a solutions-focused way of openly addressing issues that occur in human services by identifying and using the strengths and resources of all stakeholders. Although commonly used in social service organizations, the Strengths Approach has not been widely adopted in early childhood education and care contexts or in teacher education courses. Drawing on our previous Australian and American interdisciplinary research in psychology, child development, and early childhood preservice teacher training for child protection, we examine the possibility of teacher educators also introducing the Strengths Approach in preservice teacher training as a framework to enhance future parent–educator communication across a range of childrens early development, protection, attachment, and learning needs.

From strength to strength: an educational research journey using a strengths approach

Abstract Literature on the use of The Strengths Approach (McCashen, 2005) in social services, notes that this approach has potential for education that is still to be recognised. In this discussion paper, I explore that potential by both examining the literature about strengths based frameworks and by outlining an associated research project with Early Childhood pre-service teachers. I outline the context in which I used the literature to develop a strengths-approach module to teach students about child protection within a core Early Childhood education subject. I also discuss the research methodology developed using a strengths-approach to explore student responses to the issue of child protection. Preliminary findings from the literature and the associated development of the research project indicate a strengths-approach to pre-service child protection training could provide a positive alternative, or addition to, the traditionally used, adjunct, child protection workshop. I argue, that, to counter the anxiety reported by teachers when dealing with child protection issues, an extended Strengths Approach could assist by preparing pre-service teachers to connect with and understand protection issues. By examining their own and others’ perspectives of childprotection, pre-service teachers can examine their demanding child-protection roles in depth. The Strengths Approach allows developing practitioners to build on their understandings by identifying and using their strengths to formulate positive teaching strategies. Additionally, an unexpected finding of developing this research project was that it provided a unique opportunity to design and use collaborative, strengths-based techniques for working in a more authentic way with the research participants/pre-service teachers.

Young children's mathematical learning opportunities in family shopping experiences

ABSTRACT This article reports on a qualitative pilot study which documented the ways in which young children and their families notice, explore, and talk about mathematical concepts and processes as they participate in family shopping experiences. Six families, with children ranging from 12 months to 10 years, were video- and audio-recorded whilst shopping at 1 of 2 large retailers. The data reveal that young children and their families notice, explore, and talk about a great deal of implicit and explicit mathematics whilst shopping together. All of the children displayed instances of mathematical noticing, with the children ‘marking’ what they had noticed in both verbal and non-verbal forms. Furthermore, all six families explored and talked about what was noticed whilst shopping together. This study contributes new knowledge about the ways in which children and families interact with mathematics in community contexts.

Unfogging the future: investigating a strengths-based program to build capacity and resilience in parents with mental illness

ABSTRACT Objective: This paper presents a case study of a strength-based and recovery-focused parenting program designed for parents with a mental illness. Method: The face-face program was delivered at a regional health organisation in Victoria, Australia and consisted of interactive and reflective weekly modules. Data were gathered using an interpretivist case study design, using a small sample of 4 parents and 2 program facilitators. Participating parents completed weekly reflective activities and program facilitators were interviewed about the implementation of the program. Results: Findings indicated that parents particularly valued the opportunity to meet with other parents with a mental illness and found aspects of the program covering communication strategies, reducing stress and setting routines most useful. Strengths identified by facilitators included increased group cohesion and flexibility in the program which could be adapted to the groups needs. Discussion: While recruitment to the program was difficult, this was possibly due to stigma around mental illness. However, although participant numbers were low, a small group size allowed for a personalised and tailored implementation of the program, meeting the particular needs of each parent.

Capacity Building of Early Career Researchers Through Cross-Institutional Mentoring

Most early career researchers in the first five years following doctoral qualification are faced with research challenges and opportunities, which necessitate the ability to navigate and overcome barriers, and to identify and benefit from possibilities. In this chapter, the authors outline an intentional mentoring initiative aimed at building the capacity of early career researchers within the Excellence in Research in Early Years Education Collaborative Research Network (CRN) in Australia. The initiative involved partnering early career researchers with experienced researchers and the inclusion of an early career representative on the network planning committee. The chapter discusses the many benefits for the mentee arising from the initiative including increased publication, momentum and confidence, as well as exposure to new methodologies, theoretical frameworks, and productive collaborative partnerships. It is hoped, however, that the findings will be of relevance to similar and diverse (funded/unfunded) research programs and collaborative networks wherever mentoring is applied as a capacity building strategy to assist researchers.