Educator perceptions of free-flowing routines in early childhood education and care
Bibliographic Data
| ID | 12724629 |
|---|---|
| Authors | Tian J Collins (University of Wollongong), Rachel A Jones (0000-0002-5384-1941, University of Wollongong), Karen L Tonge (0000-0002-0065-7008, University of Wollongong, corresponding author) |
| Year | 2022 |
| Volume | 21 |
| Issue | 2 |
| Pages | 147-161 |
| Publication date | 2022-12-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x221145476 |
| OpenAlex | W4313417293 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
There is ongoing interest in free-flowing routines in early childhood education and care settings (ECEC), however little is known about educators’ perceptions of free-flowing routines. Therefore, the aim of this study was to explore the perceptions of educators regarding free-flowing routines. A focus group and five semi-structured interviews were conducted. Four main themes were identified: learning outcomes, learning opportunities, team characteristics, and pedagogy and practice. Free-flowing routines may offer additional affordances for children’s learning compared to structured routines, such as greater independence and agency for children, sustained time to engage in child-led learning, and deeper engagement in learning. Quality pedagogical practice was perceived as being highly important in free-flowing routines. It is recommended that ECEC settings implement an aspect of free-flowing routines for part, or all of the day, and be open to the learning opportunities that this may present for children. With further research, there is potential to better understand routines that best support children’s learning and development in ECEC, as well as opportunities to influence national and international policy and curricula
Affordance · Agency (philosophy · Curriculum · Developmental psychology · Early childhood · Early childhood education · Focus group · Pedagogy · Perception · Qualitative research · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |