The meanings of authenticity in early childhood education: A systematic review
Since the 1990s, the term “authenticity” has been increasingly used in the research literature. Its meanings and dimensions are manifold, encompassing diverse epistemological standpoints, yet are seldom explicitly defined. Focusing on early childhood education (birth-8), this systematic review of 14...
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| Format: | Article |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125005789 |
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| author | Bin Wu Sarah Callahan Maryanne Pale Wendy Goff |
| author_facet | Bin Wu Sarah Callahan Maryanne Pale Wendy Goff |
| author_sort | Bin Wu |
| collection | DOAJ |
| description | Since the 1990s, the term “authenticity” has been increasingly used in the research literature. Its meanings and dimensions are manifold, encompassing diverse epistemological standpoints, yet are seldom explicitly defined. Focusing on early childhood education (birth-8), this systematic review of 148 papers published between 1990 and 2022, aims to 1) understand the meanings of authenticity in the existing literature and 2) propose a theoretical matrix for mapping the dimensions of authenticity across different constructs. The proposed matrix provides a shared platform for comparing and scrutinising different interpretations of the concept of authenticity. The review shows that, despite its varied meanings and dimensions, authenticity is consistently constructed along two continuous axes: one between the tensions of the inner/self and external factors/others, and the other between conformation and transformation. The proposed matrix connects different schools of thought on authenticity, offering a shared platform that supports critical debate while recognising the concept's diverse interpretations and applications. |
| format | Article |
| id | doaj-art-9343a54199e44b2b84d84798716db7ad |
| institution | Kabale University |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-9343a54199e44b2b84d84798716db7ad2025-08-23T04:49:08ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011210185010.1016/j.ssaho.2025.101850The meanings of authenticity in early childhood education: A systematic reviewBin Wu0Sarah Callahan1Maryanne Pale2Wendy Goff3School of Education, 225–245 Plenty Rd, Bundoora Melbourne Bundoora Campus, Building 220 RMIT University, Melbourne, Australia; Corresponding author.School of Social Sciences, Media, Film and Education, Swinburne University of Technology, AustraliaThe College of Arts, Business, Law, Education & IT, Victoria University, AustraliaSchool of Education, Australian Catholic University, AustraliaSince the 1990s, the term “authenticity” has been increasingly used in the research literature. Its meanings and dimensions are manifold, encompassing diverse epistemological standpoints, yet are seldom explicitly defined. Focusing on early childhood education (birth-8), this systematic review of 148 papers published between 1990 and 2022, aims to 1) understand the meanings of authenticity in the existing literature and 2) propose a theoretical matrix for mapping the dimensions of authenticity across different constructs. The proposed matrix provides a shared platform for comparing and scrutinising different interpretations of the concept of authenticity. The review shows that, despite its varied meanings and dimensions, authenticity is consistently constructed along two continuous axes: one between the tensions of the inner/self and external factors/others, and the other between conformation and transformation. The proposed matrix connects different schools of thought on authenticity, offering a shared platform that supports critical debate while recognising the concept's diverse interpretations and applications.http://www.sciencedirect.com/science/article/pii/S2590291125005789Authentic early childhood educationLearning environmentsTeacher authenticityAuthentic learning and teachingAuthentic assessment |
| spellingShingle | Bin Wu Sarah Callahan Maryanne Pale Wendy Goff The meanings of authenticity in early childhood education: A systematic review Social Sciences and Humanities Open Authentic early childhood education Learning environments Teacher authenticity Authentic learning and teaching Authentic assessment |
| title | The meanings of authenticity in early childhood education: A systematic review |
| title_full | The meanings of authenticity in early childhood education: A systematic review |
| title_fullStr | The meanings of authenticity in early childhood education: A systematic review |
| title_full_unstemmed | The meanings of authenticity in early childhood education: A systematic review |
| title_short | The meanings of authenticity in early childhood education: A systematic review |
| title_sort | meanings of authenticity in early childhood education a systematic review |
| topic | Authentic early childhood education Learning environments Teacher authenticity Authentic learning and teaching Authentic assessment |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125005789 |
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