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ERIC Number: EJ1431233
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
EISSN: EISSN-1752-1807
The Enculturation Process in Early Childhood Education and Care: A Mixed Methods Study
Olalla Juaristi; Inaki Larrea; Alexander Muela
European Early Childhood Education Research Journal, v32 n4 p658-671 2024
The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (M[subscript age]= 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (M[subscript age] = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers' beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A