Search results for 'Early childhood education Philosophy' (try it on Scholar)

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  1. Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..score: 303.0
    Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of (...)
     
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  2. Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.score: 259.5
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles (...)
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  3. Samson Oladiran Davis (1998). An Introduction to Nigeria's Philosophy of Early Childhood Education. Goal Educational Pub..score: 252.8
     
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  4. Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.score: 219.0
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  5. Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.score: 219.0
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  6. Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.score: 219.0
    With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, (...)
     
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  7. Johan Dahlbeck (forthcoming). On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education. Studies in Philosophy and Education:1-18.score: 208.5
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to (...)
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  8. Jeff Frank (2012). The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW] Studies in Philosophy and Education 31 (4):327-338.score: 208.0
    This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type (...)
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  9. Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.score: 203.3
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation (...)
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  10. Olivia N. Saracho (2013). Bernard Spodek, Early Childhood Education Scholar, Researcher, and Teacher. Information Age Pub., Inc..score: 189.8
     
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  11. Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.score: 182.0
    An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum (...)
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  12. Angela O'Connor (2002). On Reflection: Reflective Practice for Early Childhood Educators. Open Mind Publishing.score: 156.8
     
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  13. Wendy C. Turgeon (2009). Philosophy of Early Childhood Education. Teaching Philosophy 32 (1):106-108.score: 153.8
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  14. Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.score: 152.8
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  15. Genevieve Vaughan & Eila Estola (2007). The Gift Paradigm in Early Childhood Education. Educational Philosophy and Theory 39 (3):246–263.score: 152.8
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  16. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 143.3
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  17. Tina Bruce (ed.) (2012). Early Childhood Practice: Froebel Today. Sage.score: 142.5
     
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  18. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.score: 126.0
    The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The ...
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  19. Walter Omar Kohan (2011). Childhood, Education and Philosophy: Notes on Deterritorialisation. Journal of Philosophy of Education 45 (2):339-357.score: 124.5
    This paper aims to argue how education might be considered and practised if not under the logic of the formation of childhood. As such, it puts into question the traditional way of considering children as representing adults' opportunity to impose their own ideals, and considering education to be an appropriate instrument for such an end. More specifically, it considers how the purposes of practising philosophy with children might be affirmed as other than in the service of (...)
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  20. Jennifer Sumsion (2011). Capacity Building in Early Childhood Education Research in a Regional Australian University. British Journal of Educational Studies 59 (3):265 - 284.score: 118.0
    This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Deleuze.
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  21. Sakire Anliak & Derya Sahin Beyazkurk (2008). Career Perspectives of Male Students in Early Childhood Education. Educational Studies 34 (4):309-317.score: 118.0
    While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is (...)
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  22. Liane Mozère (2013). Is Experimenting on an Immanent Level Possible in RECE (Reconceptualizing Early Childhood Education)? Indo-Pacific Journal of Phenomenology 12 (1).score: 117.0
    A professor’s experience of attending the 17th annual Reconceptualizing Early Childhood Education (RECE) Conference on pedagogies of hope demonstrates her desire to experiment on an immanent plane. As she looks back on her past experiences of depression, working in a revolutionary psychiatric clinic, experiencing a near catatonic state, and an action research study of women in early childhood education at the precipice of an immanent plane, the reader is led on their own journey to (...)
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  23. Márcia Buss-Simão (2013). Corpo como potência e experiência na perspectiva de crianças pequenas: diálogos possíveis entre Filosofia e Educação Infantil. Childhood and Philosophy 8 (16):327-353.score: 115.5
    O presente texto procura colocar em diálogo reflexões do campo da Filosofia da Infância com os da Educação Infantil. Além das contribuições teóricas pretende fazer conexões com situações observadas em uma pesquisa de doutorado na qual as relações com o espaço e o tempo são entrelaçadas com as do corpo como experiência que surgem nas relações que as crianças estabelecem com seus machucados, ou como elas definem, seus ‘dodóis’. Nessas relações duas particularidades podem ser observadas: uma primeira é que as (...)
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  24. Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.score: 114.8
     
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  25. Edson Pereira Lopes (2013). Educação religiosa da primeira infância na perspectiva de João Amós Comenius (Early childhood religious cristhian education in the perspective of Comenius) - DOI: DOI – 10.5752/P.2175-5841.2013v11n31p1106. [REVIEW] Horizonte 11 (31):1106-1128.score: 114.0
    No estudo de Philippe Ariès observou-se que a partir do século XVII, houve uma crescente ênfase na instituição escolar que propunha a substituição da família, por profissionais da educação, no ensino dedicado à criança, que de depreciada, começava a receber destaque e se tornava figura central na família. A criança de filho passou a ser intuída como aluno e percebida como criança-aluno. Nesse contexto, Comenius, Pai da Pedagogia Moderna, um apologista da instituição escolar, ao propor sua organização escolar, inicia pela (...)
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  26. Linda Thornton (2007). Bringing the Reggio Approach to Your Early Years Practice. Routledge.score: 111.0
    This book will answer all your questions and more.
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  27. Elena Bodrova (2012). Les Outils de la Pensée: L'Approche Vygotskienne Dans l'Éducation à la Petite Enfance. Presses de l'Université du Québec.score: 111.0
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  28. Carol Garhart Mooney (2006). Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Pearson/Merrill Prentice Hall.score: 111.0
  29. Andrew Stables (ed.) (2008/2011). Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Continuum International Pub..score: 109.0
    This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes.
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  30. Sharna Olfman (ed.) (2003). All Work and No Play--: How Educational Reforms Are Harming Our Preschoolers. Praeger.score: 105.0
    This book also spotlights a program at Yale University that, in response to the dearth of play in preschool curricula, emphasized learning through play for ...
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  31. Christine Woodrow & Frances Press (2007). (Re)Positioning the Child in the Policy/Politics of Early Childhood. Educational Philosophy and Theory 39 (3):312–325.score: 104.0
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  32. Patricia M. Cooper (2009). The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley. University of Chicago Press.score: 102.0
    In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s ...
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  33. Gert J. J. Biesta (1998). Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW] Studies in Philosophy and Education 17 (2/3):73-99.score: 102.0
    This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection (...)
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  34. Pat Brunton (2009). Understanding the Reggio Apporach. Routledge.score: 102.0
     
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  35. Ruixiang Liang (ed.) (2012). Er Tong Zhe Xue Ji Chu Li Lun Jiao Xue Fang Fa Zhi Si Bian Yu Shi Zheng. Wu Nan Tu Shu Chu Ban Gu Fen You Xian Gong Si.score: 102.0
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  36. Sandra Smidt (2012). Introducing Malaguzzi: Exploring the Life and Work of Reggio Emilia's Founding Father. Routledge.score: 100.5
    An ever-increasing number of teachers and educationalists from all over the world now come to study the Reggio pre-school's unique methods, and this is largely due to Malaguzzi's devotion, work and commitment over 45 years, and the small ...
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  37. Hillevi Lenz Taguchi (2007). Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education. Educational Philosophy and Theory 39 (3):275–290.score: 94.3
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  38. Elizabeth Jayne White (2013). 'Are You 'Avin a Laff?': A Pedagogical Response to Bakhtinian Carnivalesque in Early Childhood Education. Educational Philosophy and Theory 46 (8):1-16.score: 94.3
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  39. Kevin Williams (2011). Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. By Andrew Stables. Journal of Philosophy of Education 45 (3):577-580.score: 93.0
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  40. Andrew Stables (2010). Response to Gert Biesta's Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education 29 (6):587-589.score: 93.0
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  41. Gert J. J. Biesta (2010). Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. [REVIEW] Studies in Philosophy and Education 29 (6):579-585.score: 93.0
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  42. Andrew Gibbons (2007). The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? Educational Philosophy and Theory 39 (3):300–311.score: 92.0
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  43. S. Farquhar & Elizabeth Jayne White (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46 (8):1-12.score: 92.0
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  44. C. C. Zuofa (2007). Creadivity and Early Childhood Education in Nigeria. Sophia: An African Journal of Philosophy 9 (1).score: 90.8
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  45. Anthony Krupp (2009). Reason's Children: Childhood in Early Modern Philosophy. Bucknell University Press.score: 90.0
    Introduction -- Descartes : purging the mind of childish ways -- Locke and Leibniz : understanding children -- Locke : children's language and the fate of changelings -- Leibniz : against infant damnation -- Wolff : the inferiority of childhood -- Baumgarten : childhood and the analogue of reason.
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  46. Guy Roberts‐Holmes (2006). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice by Kerry H. Robinson and Criss Jones‐Diaz. British Journal of Educational Studies 54 (4):496-498.score: 88.8
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  47. Lilian G. Katz (1994). Information Dissemination in Early Childhood Education. Knowledge and Policy 7 (4):118-130.score: 87.8
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  48. Christopher R. Stones (2013). Special Edition on Early Childhood Education and Phenomenology. Indo-Pacific Journal of Phenomenology 12 (1).score: 87.8
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  49. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.score: 85.5
  50. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 84.5
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of (...)
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