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Direct linkGreve, Anne; Garnier, Pascale; Ulvik, Oddbjørg Skjaer; Øien, Ingvil; Chantseva, Victoria; Fallang, Bjørg; Gulbrandsen, Liv Mette; Rayna, Sylvie – European Early Childhood Education Research Journal, 2019
Food practices are culturally and historically situated, and so are conceptions of 'risk'. Comparative studies of food practices can highlight these cultural norms and conceptions. In this article we will present results from a study that investigated food practices in Norwegian and French kindergartens with a particular focus on constructions of…
Descriptors: Food, Risk, Cross Cultural Studies, Cultural Background
Garnier, Pascale; Rayna, Sylvie; Brougère, Gilles; Rupin, Pablo – European Early Childhood Education Research Journal, 2017
In a French early childhood care and education system that is strongly divided by age and institution, the current research studies the collective life of children at the pivotal age of two to three years of age in four different early childhood settings: (1) a group of "grands" (nursery) in a "crèche" (daycare centre), (2) a…
Descriptors: Early Childhood Education, Child Care Centers, Visual Aids, Age Differences
Impedovo, Maria Antonietta; Delserieys-Pedregosa, Alice; Jégou, Corinne; Ravanis, Konstantinos – Research in Science Education, 2017
The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children…
Descriptors: Preschool Children, Science Education, Scientific Concepts, Scientific Literacy
Brougere, Gilles; Guenif-Souilamas, Nacira; Rayna, Sylvie – European Early Childhood Education Research Journal, 2008
This article looks at a cross-cultural analysis of interviews of (im/migrant and non-im/migrant) preschool teachers and parents, concerning im/migrant children enrolled in the French "ecole maternelle", in the context of the international Children Crossing Borders (CCB) research project. Interviews were conducted in France following a…
Descriptors: Cross Cultural Studies, Preschool Education, Preschool Children, Migrant Children
Adair, Jennifer Keys; Tobin, Joseph; Arzubiaga, Angela E. – Teachers College Record, 2012
Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are…
Descriptors: Immigrants, Bilingual Education, Cultural Background, Ethnography
Mary, Latisha; Young, Andrea S. – Language and Intercultural Communication, 2017
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3-4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher's intercultural competence facilitated the emergent bilingual children's transition from home to school and fostered…
Descriptors: Preschool Children, Preschool Education, Bilingualism, Cultural Awareness
Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley; Stylianidou, Fani – Education 3-13, 2015
In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011-2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures,…
Descriptors: Science Instruction, Inquiry, Creative Teaching, Creativity
