Mathias Urban
Biographic Data
| ID | 3717060 |
|---|---|
| NAME | Mathias Urban |
| GIVEN NAMES | Mathias |
| FAMILY NAME | Urban |
| SIGNATURE | URBAN M |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0002-0921-7252 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The relationship between below average cognitive ability at age 5 years and the child’s experience of school at age 9
Background At age 5, while only embarking on their educational journey, substantial differences in children’s cognitive ability will already exist. The aim of this study was to examine the causal association between below average cognitive ability at age 5 years and child-reported experience of school and self-concept, and teacher-reported class engagement and emotional-behavioural function at age 9 years. Methods This longitudinal cohort study u…
The organisation for economic co-operation and development's international early learning and child well-being study
This colloquium brings information about a second cycle of OECD's International Early Learning and Well-being Study (IELS) to the early childhood community, and offers a further critique of the approach to comparative research that the IELS embodies
Themed issue
Alliances for change
This paper traces a conversation between the authors about their long-standing (Urban) and more recent (Gómez Muñoz, Zárate Pinto) engagement in and with RECE. The conversation revolves around the role and potential of reconceptualist thought in contexts of early childhood realities in the Global South, most prominently in Latin America, where two of the authors are based, while one has extensive work connections to the region. Given RECE’s roots…
Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care
To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines ex…
Nordic approaches to evaluation and assessment in early childhood education and care
This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators,…
Making a difference in the real world. User-centred impact evaluation of an eight-country, community-based early childhood programme
This paper presents a unique approach to the Impact Evaluation of a project that focused on low-threshold intergenerational play-based interactions in order to support young children from marginalised communities in eight European countries. The approach builds upon the work of Fetterman's Empowerment Evaluation and Patton's Utilization Focused Evaluation and brings them together to form an adapted model of evaluation. We outline in this paper ho…
Scholarship in times of crises
In this paper I argue for a necessary – and possible – paradigmatic shift in early childhood scholarship that embraces multiplicity, diversity, ambiguity, uncertainty and shared situated knowledge creation in response to a profoundly changed global context. The contours of the new paradigm are already emerging as three interconnected fields of tension: First, the increasing recognition, by some international actors, of the complexity and systemic…
Pisa desde la cuna? El Estudio Internacional de Aprendizaje Temprano e implicancias para América Latina
En 2015 la Organización para la Cooperación y el Desarrollo Económico (OCDE) se embarcó una nueva iniciativa orientada a la primera infancia. El Estudio Internacional de Aprendizaje Temprano y Bienestar Infantil (IELS), también denominado PISA preescolar, es una nueva prueba internacional estandarizada para la educación temprana. Este trabajo sistematiza críticamente la emergencia y el desarrollo de la iniciativa IELS; examina las principales crí…
Reconceptualising and (re)forming early childhood professional identities
Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailin…
The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study
This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by sup…
Sufficiently Well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood
Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 201…
Eu(rope)
The aim of this paper is to (re)(e)value(ate) current micro- and macropolicies and politics that shape – and are shaped by – conceptualisations of and, in consequence, practices towards young children in a range of institutions/figurations. The ‘geopolitical’ location for our investigation is Europe, understood as conceptual space(s) as well as (geographical) territory. Whilst we begin by focusing attention on events within an English context, we…
Scholarship in times of crises
In this paper I argue for a necessary – and possible – paradigmatic shift in early childhood scholarship that embraces multiplicity, diversity, ambiguity, uncertainty and shared situated knowledge creation in response to a profoundly changed global context. The contours of the new paradigm are already emerging as three interconnected fields of tension: First, the increasing recognition, by some international actors, of the complexity and systemic…
Sufficiently Well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood
Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 201…
Nordic approaches to evaluation and assessment in early childhood education and care
This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators,…
Eu(rope)
The aim of this paper is to (re)(e)value(ate) current micro- and macropolicies and politics that shape – and are shaped by – conceptualisations of and, in consequence, practices towards young children in a range of institutions/figurations. The ‘geopolitical’ location for our investigation is Europe, understood as conceptual space(s) as well as (geographical) territory. Whilst we begin by focusing attention on events within an English context, we…
Sufficiently Well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood
Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 201…
The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study
This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by sup…
Reconceptualising and (re)forming early childhood professional identities
Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailin…
Making a difference in the real world. User-centred impact evaluation of an eight-country, community-based early childhood programme
This paper presents a unique approach to the Impact Evaluation of a project that focused on low-threshold intergenerational play-based interactions in order to support young children from marginalised communities in eight European countries. The approach builds upon the work of Fetterman's Empowerment Evaluation and Patton's Utilization Focused Evaluation and brings them together to form an adapted model of evaluation. We outline in this paper ho…
Scholarship in times of crises
In this paper I argue for a necessary – and possible – paradigmatic shift in early childhood scholarship that embraces multiplicity, diversity, ambiguity, uncertainty and shared situated knowledge creation in response to a profoundly changed global context. The contours of the new paradigm are already emerging as three interconnected fields of tension: First, the increasing recognition, by some international actors, of the complexity and systemic…
Pisa desde la cuna? El Estudio Internacional de Aprendizaje Temprano e implicancias para América Latina
En 2015 la Organización para la Cooperación y el Desarrollo Económico (OCDE) se embarcó una nueva iniciativa orientada a la primera infancia. El Estudio Internacional de Aprendizaje Temprano y Bienestar Infantil (IELS), también denominado PISA preescolar, es una nueva prueba internacional estandarizada para la educación temprana. Este trabajo sistematiza críticamente la emergencia y el desarrollo de la iniciativa IELS; examina las principales crí…
Nordic approaches to evaluation and assessment in early childhood education and care
This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators,…
The organisation for economic co-operation and development's international early learning and child well-being study
This colloquium brings information about a second cycle of OECD's International Early Learning and Well-being Study (IELS) to the early childhood community, and offers a further critique of the approach to comparative research that the IELS embodies
Themed issue
Alliances for change
This paper traces a conversation between the authors about their long-standing (Urban) and more recent (Gómez Muñoz, Zárate Pinto) engagement in and with RECE. The conversation revolves around the role and potential of reconceptualist thought in contexts of early childhood realities in the Global South, most prominently in Latin America, where two of the authors are based, while one has extensive work connections to the region. Given RECE’s roots…
Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care
To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines ex…
The relationship between below average cognitive ability at age 5 years and the child’s experience of school at age 9
Background At age 5, while only embarking on their educational journey, substantial differences in children’s cognitive ability will already exist. The aim of this study was to examine the causal association between below average cognitive ability at age 5 years and child-reported experience of school and self-concept, and teacher-reported class engagement and emotional-behavioural function at age 9 years. Methods This longitudinal cohort study u…
Early Childhood Education and Development (11 works) · Psychology (10 works) · Sociology (10 works) · Developmental psychology (8 works) · Political science (8 works) · Early childhood education (7 works) · Pedagogy (7 works) · Early childhood (6 works) · Children's Rights and Participation (4 works) · Educational and Psychological Assessments (3 works)