Results for 'Early childhood education Activity programs.'

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  1.  4
    Tools of the Mind: The Vygotskian Approach to Early Childhood Education.Elena Bodrova & Deborah Leong - 2024 - New York, NY: Routledge. Edited by Deborah Leong.
    "Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research (...)
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  2.  7
    Theorising play in the early years.Marilyn Fleer - 2014 - Port Melbourne, Victoria: Cambridge University Press. Edited by Artin Göncü & Marilyn Fleer.
    A theoretical and empirical exploration of the concept of pedagogy and play in early childhood education... provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory."--Provided by publisher.
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  3.  8
    The Neorusecientific Basis of the Richness of Stimuli in Early Childhood Religious Education.Saadet İder - 2022 - Sakarya Üniversitesi İlahiyat Fakültesi Dergisi 24 (46):553-580.
    Brain development in early childhood is of critical importance in the lifelong education process due to the high number of neurons and the high potential to form interneuron connections. The human brain, which has never been so active and productive in any period of life, makes it meaningful and necessary to benefit from this natural equipment with an educational view. In the early childhood period, when the foundations of religious education are laid, it is (...)
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  4.  20
    Professionalizing early childhood education as a field of practice: a guide to the next era.Stacie G. Goffin - 2015 - St. Paul, MN: Redleaf Press.
    Where do you begin the important conversation about professionalizing early childhood education (ECE) as a field of practice? This book is the tool you need to advance the conversation and shape the future of ECE. Professionalizing Early Childhood Education As a Field of Practice provides an overview of the topic, a participant guide, a conversation workbook, and a facilitator guide to move the conversation forward. Each section supports deep thought and creative discussions to make (...)
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  5.  27
    Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy.Chuibin Kong & Fakhra Yasmin - 2022 - Frontiers in Psychology 13.
    The current study examined the impact of parental style on early childhood learning, as well as the role of parental self-efficacy as a mediating factor. In the domains of education and psychology, it is increasingly recognized that parents have a considerable impact on their children’s learning and development. Purposive sampling was used and data was gathered over 3 months from school children’s parents. Hypotheses were tested using smart partial least squares-structural equation modeling software. The findings of the (...)
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  6.  11
    Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy.Hillevi Lenz-Taguchi - 2010 - New York: 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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  7.  3
    Early childhood education: history, philosophy, experience.Cathy Nutbrown - 2008 - Los Angeles: SAGE. Edited by Peter Clough & Philip Selbie.
    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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  8.  8
    A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value.Jone Sagastui, Elena Herrán & M. Teresa Anguera - 2020 - Frontiers in Psychology 11.
    A great amount of literature documents young children’s innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children’s innate interest and progressive autonomy, they help children acquire a self-determined behavior. However, little is known about the application of this evidence in the daily practice of early childhood educational settings. This study examines Emmi Pikler Nursery School, a center that implements an autonomy-supportive educational approach. We (...)
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  9.  6
    Privacy in Early Childhood Education and Care: The Management of Family Information in Parent–Teacher Conferences.Janne Solberg - forthcoming - Human Studies:1-22.
    Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher’s strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable (...)
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  10.  5
    Learning and Teaching in the Early Years.Jane Page & Collette Tayler (eds.) - 2016 - Port Melbourne, Vic.: Cambridge University Press.
    Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, (...)
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  11.  9
    Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation.Biruk K. Metaferia, Judit Futo & Zsofia K. Takacs - 2021 - Frontiers in Psychology 12.
    The present study investigated the cross-cultural variations in parents' views on the role of play in child development and the primary purpose of preschool education from Ethiopia and Hungary. It also examined the cross-cultural variations in preschoolers' executive functions, the frequency of their engagement in home activities, and the role of these activities in the development of EF skills. Participants included 266 preschoolers with their parents. The independent samples t-test showed that Ethiopian parents view fostering academic skills for preschooler (...)
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  12.  5
    Playful pedagogies.Anna Cox & Estelle Tarry (eds.) - 2015 - Melton, Woodbridge: A John Catt publication, in partnership with COBIS.
    In the 21st century what the future holds for young learners is unclear, what is clear is that they need to be confident, capable and resilient. As wider communication about education is increasing there is a developing understanding that children in settings across the globe learn in the same ways and have the same needs. This book considers international and multicultural learning environments from both theoretical and practical perspectives, written by specialists in early years education in the (...)
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  13.  7
    Reclaim early childhood: the philosophy, psychology and practice of Steiner-Waldorf early years education.Sebastian Suggate - 2019 - Stroud, Gloucestershire, UK: Hawthorn Press. Edited by Tamara Suggate.
    This book presents a clear, deep and accessible overview of the philosophical, developmental and educational foundations of Rudolf Steiner/Waldorf education--as a dynamic, adaptable, creative process for which a profound sense of the uniqueness of each child is foundational. It demystifies Steiner as a philosopher of "freehood" and discusses the threefold human being in psychology. Child development: topics covered include the 12 senses and sensory motor development, language, and inner life. Education principles covered include imitation, purposeful activity and (...)
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  14.  6
    Deconstructing and Transgressing the Theory—Practice dichotomy in early childhood education.Hillevi Lenz Taguchi - 2007 - Educational Philosophy and Theory 39 (3):275-290.
    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). 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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  15.  7
    Modern early childhood teacher education: theories and practice.Mihaela Badea & Mihaela Suditu (eds.) - 2024 - Hershey, PA: Information Science Reference.
    The book aims to provide both theoretical perspectives and practical approaches for teachers interested in transforming the future. Through the approaches of theoretical background but also through the studies of practical application nature, the book can serve as bibliographic support for early education programs.
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  16.  15
    Deconstructing and transgressing the theory—practice dichotomy in early childhood education.Hillevi Lenz Taguchi - 2007 - 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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  17.  8
    The kindness curriculum: stop bullying before it starts.Judith Rice - 2013 - St. Paul, MN: Redleaf Press.
    Use this comprehensive framework and developmentally appropriate activities to teach young children compassion, conflict resolution, respect, and other positive, pro-social values as you cultivate a peaceful and supportive learning environment for all children.
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  18.  25
    The difficulty of thinking Listening to the voices of students in early childhood education.Camilla Kronqvist, Birgit Schaffar & Marina Lundkvist - 2020 - Journal of Philosophy in Schools 7 (1):68.
    This paper addresses the question of how to conceptualise the kind of difficulties students in early childhood education encountered in articulating their thoughts and in listening to others in the initial stages of a CoI. With examples from their course diaries, we illustrate what sense it makes to consider the thinking the CoI promotes as centrally embodied, extended, embedded and enacted. We consider their difficulties, not as external obstacles to expressing their thought, but as difficulties that are (...)
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  19.  46
    The Association Between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality.Catharina P. J. van Trijp, Ratib Lekhal, May Britt Drugli, Veslemøy Rydland, Suzanne van Gils, Harriet J. Vermeer & Elisabet Solheim Buøen - 2021 - Frontiers in Psychology 12.
    Children who experience well-being are engaging more confidently and positively with their caregiver and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care, and whether this association (...)
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  20.  9
    Drama in aesthetic education: An invitation to imagine the world as if it could be otherwise.Florence Samson - 2005 - Journal of Aesthetic Education 39 (4):70-81.
    In lieu of an abstract, here is a brief excerpt of the content:Drama in Aesthetic Education:An Invitation to Imagine the World as if It Could Be OtherwiseFlorence Samson (bio)Maxine Greene, philosopher-in-residence for the Lincoln Center Institute (LCI), suggests that through aesthetic education "new connections are made in experience: new patterns are formed, new vistas are opened. Persons see differently, resonate differently." As Rilke wrote in one of his poems, and as quoted by Greene, "they are enabled to pay (...)
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  21.  1
    Les outils de la pensée: l'approche vygotskienne dans l'éducation à la petite enfance.Elena Bodrova - 2012 - Québec: Presses de l'Université du Québec. Edited by Deborah Leong.
    Cet ouvrage incomparable offre de l'information détaillée sur les concepts et tes principes fondamentaux de la théorie historico-culturelle développée par Lev Vygotsky, ses étudiants et ses collègues ainsi que par trois générations de chercheurs néovygotskiens en Russie et en Occident. Le livre Les outils de la pensée permet aux éducateurs de fournir aux enfants les outils cognitifs nécessaires à l'apprentissage. Des explications et des stratégies concrètes relatives à l'étayage de l'apprentissage et du développement des jeunes enfants sont présentées tout au (...)
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  22.  5
    Forging the Frontiers Between State, Church, and Family: Religious Cleavages and the Origins of Early Childhood Education and Care Policies in France, Sweden, and Germany.Kimberly J. Morgan - 2002 - Politics and Society 30 (1):113-148.
    European states differ tremendously in the extent to which their national education systems administer preschool programs, and whether or not these services can serve as day care for working parents. This article traces contemporary policy differences in three countries—France, Sweden, and Germany—to the effects of nineteenth-century conflicts between religious and secular forces over education. Intense, clerical-anticlerical conflict in France led to the incorporation of preschools into the national education system. In Sweden and Germany, the more accommodating relationship (...)
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  23.  12
    Assessment of Preschool’s Inclusive Participation in Social Responsibility Program Under Institutional Pressure: Evidence From China.Yang Lv, Chenwei Ma, Min Wu, Xiaohan Li & Xinxin Hao - 2022 - Frontiers in Psychology 13.
    China set the goal of expanding early childhood education in 2018, by encouraging the development of public interest kindergartens to provide high-quality, low-cost preschool services to the general public. This is in response to the challenges of accessibility, affordability, and accountability besetting China’s current ECE system. However, the transition toward PIK has been slow due to various complex problems, including the lackluster willingness of ECE providers to become PIK. To better understand the challenges leading to low participation, (...)
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  24.  10
    The authority of Bildung: educational practices in early childhood education.Christiane Thompson - 2015 - 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 (...)
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  25.  3
    Broader, Bolder, Better: How Schools and Communities Help Students Overcome the Disadvantages of Poverty.Elaine Weiss & Paul Reville - 2019 - Harvard Education Press.
    _In _Broader, Bolder, Better_, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts secretary of education, make a compelling case for a fundamental change in the way we view education._ The authors argue for a large-scale expansion of community-school partnerships in order to provide holistic, integrated student supports (ISS) from cradle to career, including traditional wraparound services like health, mental health, nutrition, and family supports, as well as expanded access to (...)
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  26.  3
    Early Childhood Pedagogical Play: A Cultural-Historical Interpretation Using Visual Methodology.Avis Ridgway - 2015 - Singapore: Imprint: Springer. Edited by Liang Li & Gloria Quiñones.
    This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research (...)
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  27.  17
    Problem Mechanism and Solution Strategy of Rural Children’s Community Inclusion—The Role of Peer Environment and Parental Community Participation.Ying Xu, Ligang Wang, Wanyi Yang, Yi Cai, Wenbin Gao, Ting Tao & Chunlei Fan - 2022 - Frontiers in Psychology 12.
    Early childhood development intervention has gained considerable achievements in eliminating intergenerational transmission of poverty in rural areas. Paying further attention to rural children’s community inclusion can also promote the sustainable development of the village. However, there is a lack of systematic theoretical constructs on the village inclusion of rural children. In this study, an attempt was made to explore the problem mechanism and solution strategy of community inclusion of rural children using a grounded theory approach of in-depth interviews. (...)
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  28.  4
    The matter of silence in early childhood bilingual education.Anna Martín-Bylund - 2018 - Educational Philosophy and Theory 50 (4):349-358.
    The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings (...)
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  29.  11
    Pricing the priceless child 2.0: children as human capital investment.Nina Bandelj & Michelle Spiegel - forthcoming - Theory and Society:1-26.
    This article takes Viviana Zelizer’s (1985) Pricing the Priceless Child to the new millennium. Zelizer documented the transformation between the 19th and 20th century from an “economically useful” to an “emotionally priceless” child. She observed that by the 1930s, American children were practically economically worthless but invested with significant emotional value. What has happened to this emotionally priceless child at the dawn of the new millennium? Has there been a new transformation in the social value of children, and, if so, (...)
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  30.  3
    A Study on the Psychopedagogy Program Approach for Preservice Teacher in Early Childhood Teacher Education. 유승연 & Leesukhee - 2010 - Journal of Ethics: The Korean Association of Ethics 1 (79):323-352.
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  31.  20
    Montessori Method in Early Childhood Religious, Moral and Values Education -Indiana Sample-.Yıldız Kizilabdullah - 2021 - Dini Araştırmalar 24 (60):9-34.
    The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way it (...)
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  32.  9
    Philosophical ethics in early childhood: A pilot study.Michael D. Burroughs & Tugce B. Arda Tuncdemir - 2017 - Journal of Philosophy in Schools 4 (1):74-101.
    The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion versus exclusion (...)
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  33.  3
    Language and Literacy Development in Early Childhood.Robyn Ewing, Jon Callow & Kathleen Rushton (eds.) - 2016 - Port Melbourne, VIC: Cambridge University Press.
    This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds (...)
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  34.  67
    A Practical Look at the Concept of Freedom with a Philosophy Approach for Children in Early Childhood.Deniz Yüceer & Sevgi Coşkun Keskin - 2023 - Childhood and Philosophy 19:01-31.
    Both social studies and preschool programs mention freedom as a value. However, in typical social studies curricula, the philosophical perspective is not included and no discussion takes place. In the preschool curriculum, freedom is an abstract concept, and the belief that children cannot understand abstract concepts prevails, while value studies are still limited to determining the frequency of values rather than interrogating them. As such, this study aims to explore young children's views on the concept of freedom, how these views (...)
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  35.  18
    What Happens Before Book Reading Starts? an Analysis of Teacher–Child Behaviours With Print and Digital Books.Trude Hoel, Elisabeth Brekke Stangeland & Katrin Schulz-Heidorf - 2020 - Frontiers in Psychology 11:570652.
    A body of research documents teacher–child reading behaviors in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children’s prior knowledge is activated and when children’s focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and how early childhood educators prepare young children to participate in (...)
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  36.  2
    For the Love of It: Amateuring and Its Rivals (review).Anne Sinclair - 2002 - Philosophy of Music Education Review 10 (2):140-143.
    In lieu of an abstract, here is a brief excerpt of the content:Book Review Wayne C. Booth. For the Love ofIt: Amateuring and Its Rivals (Chicago: University of Chicago Press, 1999). For the Love ofIt is a delightful exposition on life-long music making written with love by amateur cellist Wayne Booth (professor emeritus ofEnglish, University ofChicago). Employing a combination of journal entries, memories, and romantic prose on the topic oftaking up the cello at age thirty-one, he writes insightfully on the (...)
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  37.  14
    Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery.Ignasi Navarro-Soria, José Daniel Álvarez-Teruel, Lucía Granados-Alós & Rocío Lavigne-Cerván - 2021 - Frontiers in Psychology 11.
    The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education in the public schools of the province of Alicante and a follow-up of their academic progress was carried out when they completed Primary Education. (...)
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  38. Nordic Social Pedagogical Approach to Early Years.Grethe Kragh-Müller & Charlotte Ringsmose (eds.) - 2017 - Cham: Imprint: Springer.
    This book studies the major characteristics of the social pedagogical approach to early childhood education and care. It does so by investigating the distinctive elements of the Nordic approach and tradition. The cultural, educational, and ideological structures and values within the Nordic tradition indicate a strong "social pedagogical" rather than "early education" emphasis. The Nordic tradition applies a social learning approach that emphasizes play, relationships and outdoor life, and presumes that learning takes place through children's (...)
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  39.  3
    La posture de l’« entre-deux » des éducateurs de jeunes enfants pour l’éducation inclusive au sein des lieux d’accueil de la petite enfance.Marie Andrys-Top - 2024 - Revue Phronesis 13 (1):19-29.
    This article builds on collaborative research (observations, interviews, and writing and reflection workshops) conducted on Early Childhood Educators (ECEs). The text studies the inclusive education efforts of ECEs within early childhood centers. In this setting, the educational and care work carried out raises the question of encounters with others. Inclusive education places children, families, and ECE in liminal or in-between spaces. ECEs have to reconcile the similarities and differences between young children and their parents (...)
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  40.  7
    World Class Initiatives and Practices in Early Education: Moving Forward in a Global Age.Louise Boyle Swiniarski (ed.) - 2014 - Dordrecht: Imprint: Springer.
    This book offers current international initiatives, developed for working with children from "Birth to Eight" by a diverse group of noted professional authors. Their readings present an overview of early education as it evolved from the Froebelian kindergarten to today's practices in various Early Education settings around the globe. The international voices of the authors represent a balanced perspective of happenings in various nations and lend a conversational approach to each chapter. The chapters analyze the Universal (...)
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  41.  7
    Nordic early childhood education policies and virulent nationalist trends.Zsuzsa Millei, Anne Harju, Signe Hvid Thingstrup & Annika Åkerblom - forthcoming - Educational Philosophy and Theory.
    This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades’ policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By focusing (...)
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  42.  9
    Theories of early childhood education: developmental, behaviorist, and critical.Lynn E. Cohen & Sandra Waite-Stupiansky (eds.) - 2017 - New York, NY: Routledge.
    Theories of Early Childhood Education continues to provide a comprehensive overview of the various theoretical perspectives in early childhood education from developmental psychology to critical studies, Piaget to Freire. This revised and updated edition includes additional chapters on Michael Alexander Halliday's view of language learning and the attachment theory work of John Bowlby and Mary Ainsworth. Each author questions assumptions underpinning the use of theory in early childhood education and explores the (...)
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  43.  3
    Book review: Wayne C. Booth. For the love of it: Amateuring and its rivals. (Chicago: University of chicago press, 1999). [REVIEW]Anne Sinclair - 2002 - Philosophy of Music Education Review 10 (2):140-143.
    In lieu of an abstract, here is a brief excerpt of the content:Book Review Wayne C. Booth. For the Love ofIt: Amateuring and Its Rivals (Chicago: University of Chicago Press, 1999). For the Love ofIt is a delightful exposition on life-long music making written with love by amateur cellist Wayne Booth (professor emeritus ofEnglish, University ofChicago). Employing a combination of journal entries, memories, and romantic prose on the topic oftaking up the cello at age thirty-one, he writes insightfully on the (...)
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  44.  13
    Professionalism and leadership in early childhood education and care.Mary A. Dyer - 2023 - New York: Routledge. Edited by Samantha McMahon.
    Professionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision. Bringing together the latest research (...)
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  45.  9
    Vygotsky's theory in early childhood education and research: Russian and Western views.Nikolay Veraksa (ed.) - 2018 - New York, NY: Routledge.
    Drawing upon in-depth analyses of Lev Vygotsky’s theories of early childhood and investigating the ways in which his ideas are reflected in contemporary educational settings, this book brings into sharp relief the numerous opportunities for preschool learning and development afforded by Vygotskian approaches. Discussion of recent developments in the understanding and implementation of Vygotsky’s ideas in Western and Russian contexts facilitates comparison, and provides readers with fresh impetus to integrate elements into their own practice. Chapters are clearly structured (...)
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  46.  12
    Friedrich Froebel: a critical introduction to key themes and debates.Tina Bruce - 2021 - New York: Bloomsbury Academic.
    Friedrich Froebel considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce explores the key aspects of Froebelian philosophy of education: the importance of family, the importance of highly trained teachers, the importance of nature, the whole child and the Froebelian concept of unity, mother songs, movement games, (...)
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  47.  2
    Early childhood educational research: issues in methodology and ethics.Carol Aubrey (ed.) - 2000 - New York: 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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  48.  5
    Beyond quality in early childhood education and care: postmodern perspectives.Gunilla Dahlberg - 1999 - Philadelphia, PA: Falmer Press. Edited by Peter Moss & Alan R. Pence.
    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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  49.  6
    Philosophy of early childhood education: transforming narratives.Sandy Farquhar & Peter FitzSimons (eds.) - 2008 - Malden, MA: Blackwell.
    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 (...) childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)
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  50.  10
    Capacity Building in Early Childhood Education Research in a Regional Australian University.Jennifer Sumsion - 2011 - 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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