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..
    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.  10
    Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.
    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..
     
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  4. Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.
    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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  5.  43
    Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.
    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.  30
    Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  7.  6
    Johan Dahlbeck (2014). On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education. Studies in Philosophy and Education 33 (5):527-544.
    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.  18
    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.
    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.  29
    Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.
    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.  5
    Wendy C. Turgeon (2009). Philosophy of Early Childhood Education. Teaching Philosophy 32 (1):106-108.
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  11. Olivia N. Saracho (2013). Bernard Spodek, Early Childhood Education Scholar, Researcher, and Teacher. Information Age Pub., Inc..
     
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  12.  34
    Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.
    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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  13.  53
    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.
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  14.  10
    Genevieve Vaughan & Eila Estola (2007). The Gift Paradigm in Early Childhood Education. Educational Philosophy and Theory 39 (3):246–263.
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  15.  3
    Andrew Gibbons (2007). The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? Educational Philosophy and Theory 39 (3):300–311.
    This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the (...)
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  16.  4
    Christian Morabito & Michel Vandenbroeck (2015). Equality of Opportunities, Divergent Conceptualisations and Their Implications for Early Childhood Care and Education Policies. Journal of Philosophy of Education 49 (3):456-472.
    This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent these diverging options on a continuum, ranging from Responsibility-oriented Equality of Opportunity and Circumstances-oriented Equality of Opportunity. We then analyse how early childhood care and education policies can (...)
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  17.  12
    Hillevi Lenz Taguchi (2007). Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education. Educational Philosophy and Theory 39 (3):275–290.
    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of (...)
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  18. Tina Bruce (ed.) (2012). Early Childhood Practice: Froebel Today. Sage.
     
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  19. Angela O'Connor (2002). On Reflection: Reflective Practice for Early Childhood Educators. Open Mind Publishing.
     
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  20.  2
    Christopher Naughton (2016). A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum. Studies in Philosophy and Education 35 (1):93-101.
    It is common in early childhood education, for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the (...)
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  21.  2
    C. C. Zuofa (2007). Creadivity and Early Childhood Education in Nigeria. Sophia: An African Journal of Philosophy 9 (1).
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  22. Sonja Arndt (2015). Otherness ‘Without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education. Educational Philosophy and Theory 47 (9):883-893.
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  23. Margaret Stuart (2016). Out of Place: Economic Imperialisms in Early Childhood Education. Educational Philosophy and Theory 48 (2):138-149.
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  24. 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.
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  25.  16
    Walter Omar Kohan (2011). Childhood, Education and Philosophy: Notes on Deterritorialisation. Journal of Philosophy of Education 45 (2):339-357.
    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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  26. 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.
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  27.  4
    Jennifer Sumsion (2011). Capacity Building in Early Childhood Education Research in a Regional Australian University. British Journal of Educational Studies 59 (3):265 - 284.
    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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  28. Sakire Anliak & Derya Sahin Beyazkurk (2008). Career Perspectives of Male Students in Early Childhood Education. Educational Studies 34 (4):309-317.
    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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  29. David Kennedy (2008). Aión, Kairós and Chrónos: Fragments of an Endless Conversation on Childhood, Philosophy and Education. Childhood and Philosophy 4:5-22.
    In this dialogue between two interlocutors, the ontology of childhood is considered, first from the point of view of temporality, then power, then language, then from the perspective of philosophy, and inquires whether there is a specific philosophical and/or childlike dialectic of questioning and answering. The claim is made that both the philosopher and the artist carry a childlike way of questioning and acting on the world into adulthood. The discussion then moves to education, and considers the (...)
     
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  30. Liane Mozère (2013). Is Experimenting on an Immanent Level Possible in RECE (Reconceptualizing Early Childhood Education)? Indo-Pacific Journal of Phenomenology 12 (1).
    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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  31.  3
    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.
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  32. Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel (2013). Improving Emotion Comprehension and Social Skills in Early Childhood Through Philosophy for Children. Childhood and Philosophy 9:63-89.
    The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program uses (...)
     
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  33. Audrey Curtis & Maureen O'Hagan (2008). Care and Education in Early Childhood: A Student's Guide to Theory and Practice. Routledge.
    The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood care and education. In this fully updated and revised new edition, rewritten to include the new Early Years Foundation Stage, students will find that this text now meets the needs of students on Foundation degrees, Early Childhood Degrees and the new Early Years Professional qualification. Topics covered (...)
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  34. 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.
    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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  35.  10
    Christine Woodrow & Frances Press (2007). (Re)Positioning the Child in the Policy/Politics of Early Childhood. Educational Philosophy and Theory 39 (3):312–325.
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  36.  5
    Andrew Stables (ed.) (2008). Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Continuum International Pub..
    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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  37.  8
    Christiane Thompson (2015). The Authority of Bildung: Educational Practices in Early Childhood Education. Ethics and Education 10 (1):3-16.
    This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime (...)
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  38.  24
    Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.
    _Philosophy for Children in Transition_ presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in (...)
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  39. Elizabeth Coates & Dorothy Faulkner (eds.) (2016). Progress, Change and Development in Early Childhood Education and Care: International Perspectives. Routledge.
    In 2000, the Millennium Development Goals set out targets aimed at creating a safer, more prosperous, and more equitable world. If these goals were to be achieved, children’s lives would indeed be transformed. In this collection, achievements against these targets are identified, with each contributor examining the progress made in early years provision in Australia, China, England, Greece, the Netherlands, Portugal, South Africa, and Sweden. They highlight the priorities and agendas of their respective governments, and focus on the trends (...)
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  40. Elena Bodrova (2012). Les Outils de la Pensée: L'Approche Vygotskienne Dans l'Éducation à la Petite Enfance. Presses de l'Université du Québec.
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  41. Carol Garhart Mooney (2006). Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Pearson/Merrill Prentice Hall.
  42.  8
    Linda Thornton (2007). Bringing the Reggio Approach to Your Early Years Practice. Routledge.
    This book will answer all your questions and more.
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  43.  48
    Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
    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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  44.  16
    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.
    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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  45.  8
    Andrew Gibbons (2007). Philosophers as Children: Playing with Style in the Philosophy of Education. Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in (...), and to the role of the educator in knowing and producing a particular creative child subject. Relationships between child and adult, player and philosopher are explored in order to question what counts as style, play and philosophy for both the child who is required to contribute as a creative player, and for the educator who is required to facilitate the development of such a child. The contemporary valorisation of children as active and constructive philosophers is, then, critically examined in terms of what counts as a philosopher and/or a child, and who gets to ‘do’ creative and playful philosophy. This article draws upon the New Zealand curriculum framework for early childhood education, Te Whāriki, and the work of Paulo Ghiraldelli, in exploring the contributions of both child and adult to the experience of education and philosophy. (shrink)
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  46. Bertrand Russell (1960). On Education, Especially in Early Childhood. --. Allen & Unwin.
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  47.  13
    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.
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  48.  2
    Sacha Powell (2010). Hide And Seek: Values In Early Childhood Education And Care. British Journal of Educational Studies 58 (2):213-229.
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  49.  2
    Michel Vandenbroeck, Filip Coussée & Lieve Bradt (2010). The Social And Political Construction Of Early Childhood Education. British Journal of Educational Studies 58 (2):139-153.
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  50. Lilian G. Katz (1994). Information Dissemination in Early Childhood Education. Knowledge and Policy 7 (4):118-130.
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