Results for 'Early childhood education Methodology'

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  1.  85
    Early Childhood Educational Research: Issues in Methodology and Ethics.Carol Aubrey (ed.) - 2000 - 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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  2. Doing Projects with Young Children in a Field-Based Early Childhood Education Course.Amber L. Brown & Preeti Jain - forthcoming - Educational Studies:1-16.
    This study examined the learning experiences of pre-service teachers completing a project with young children using the Project Approach methodology. The study used a mixed-methods research design...
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  3.  13
    A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum.Christopher Naughton - 2016 - 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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  4.  4
    Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives.Gunilla Dahlberg - 1999 - 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.  39
    Beyond Quality in Early Childhood Education and Care: Languages of Evaluation.Gunilla Dahlberg - 2006 - 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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  6. Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy.Hillevi Lenz-Taguchi - 2010 - 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.  67
    Narrative Identity and Early Childhood Education.Sandy Farquhar - 2012 - 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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  8.  17
    The Gift Paradigm in Early Childhood Education.Genevieve Vaughan & Eila Estola - 2007 - Educational Philosophy and Theory 39 (3):246–263.
    This paper promotes a philosophy derived from the direct distribution of goods to needs that occur in mothering and invisibly in many other aspects of life. Such a philosophy is suggested as an alternative to market based values, which currently permeate society. It is important to bring alternative values to consciousness and validate them for both teachers and children so that the orientation towards the other that characterizes the gift paradigm will not be lost in the fight for survival endemic (...)
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  9.  24
    Early Childhood Education: History, Philosophy, Experience.Cathy Nutbrown - 2008 - Sage Publications.
    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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  10.  2
    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.
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  11.  50
    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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  12. Early Childhood Educational Research.C. Aubrey, T. David, R. Godfrey & L. Thompson - 2001 - British Journal of Educational Studies 49 (3):373-374.
     
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  13.  2
    Philosophy of Early Childhood Education: Transforming Narratives.Sandy Farquhar & Peter FitzSimons (eds.) - 2008 - 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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  14.  4
    Out of Place: Economic Imperialisms in Early Childhood Education.Margaret Stuart - 2016 - Educational Philosophy and Theory 48 (2):138-149.
    New Zealand has received world-wide accolades for its Early Childhood Education curriculum, Te Whāriki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whāriki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered by the overarching policy discourse of Human Capital Theory, with its instrumental emphasis on economic outcomes. While Te Whāriki offers local cultural and educational possibilities, HCT is presented by those espousing economic disciplines, (...)
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  15.  63
    The Imagination of Early Childhood Education.Harry Morgan - 1999 - 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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  16.  9
    Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners.Margaret S. Barrett, Libby M. Flynn, Joanne E. Brown & Graham F. Welch - 2019 - Frontiers in Psychology 10.
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  17. Bernard Spodek, Early Childhood Education Scholar, Researcher, and Teacher.Olivia N. Saracho - 2013 - Information Age.
  18.  15
    Emotional Scaffolding in Early Childhood Education.Mi-Hwa Park, Ashwini Tiwari & Jacob W. Neumann - 2019 - Educational Studies 46 (5):570-589.
    Emotions can either help or hinder students’ learning. This is especially true in early childhood education. This article analyzes data on how two early childhood teachers account for students’ emo...
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  19.  18
    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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  20.  10
    ‘Are You ‘Avin a Laff?’: A Pedagogical Response to Bakhtinian Carnivalesque in Early Childhood Education.Elizabeth Jayne White - 2014 - Educational Philosophy and Theory 46 (8):1-16.
    Rabelaian carnivalesque provided philosopher Mikhail Bakhtin with a means of exploring the significance of humour through an examination of Middle Age peasant culture and the influence of the Renaissance on its legitimacy. This article argues that a similar phenomenon exists in modern educational settings and provides evidence to suggest that very young children are highly capable of working within this genre as a strategic orientation. It is proposed that the role of the early childhood teacher within this ‘underground (...)
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  21.  28
    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 regime (...)
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  22. Ethics and the Early Childhood Educator: Using the Naeyc Code.Stephanie Feeney - 2005 - National Association for the Education of Young Children.
    "New foreword by Rhian Evans Allvin"--Cover.
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  23. Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships.[author unknown] - 2015
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  24.  4
    Shared Book-Reading in Early Childhood Education: Teachers’ Mediation in Children’s Communicative Development.Karina Cárdenas, Ana Moreno-Núñez & Edgardo Miranda-Zapata - 2020 - Frontiers in Psychology 11.
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  25.  7
    Special Edition on Early Childhood Education and Phenomenology.Christopher R. Stones - 2012 - Indo-Pacific Journal of Phenomenology 12 (sup1).
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  26.  11
    Information Dissemination in Early Childhood Education.Lilian G. Katz - 1994 - Knowledge and Policy 7 (4):118-130.
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  27.  42
    On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education.Johan Dahlbeck - 2014 - 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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  28.  3
    Diversity and Difference in Early Childhood Education: Issues for Theory and Practice.Guy Roberts-Holmes - 2006 - British Journal of Educational Studies 54 (4):496-498.
  29.  52
    The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW]Jeff Frank - 2012 - 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 of (...)
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  30.  5
    Creadivity and Early Childhood Education in Nigeria.C. C. Zuofa - 2007 - Sophia: An African Journal of Philosophy 9 (1).
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  31.  49
    Philosophy of Early Childhood Education: Transforming Narratives. [REVIEW]Wendy C. Turgeon - 2009 - Teaching Philosophy 32 (1):106-108.
  32.  66
    In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (5):502-508.
    Recent government attention to the coherence between early childhood and compulsory school curricula in Aotearoa/new Zealand has led to debates regarding the educational aims of different education sectors Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings’s Happiness and Education and the problem of an increased ‘measuring’ of early childhood education aims and outcomes. It is argued that removal of seams between early (...) and primary education may lead to unhappiness in early childhood education characterised by increasing standardisation and regulation and decreasing engagement with the aims of education—with, in Noddings’s words, ‘aims-talk’. (shrink)
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  33.  18
    Hide And Seek: Values In Early Childhood Education And Care.Sacha Powell - 2010 - British Journal of Educational Studies 58 (2):213-229.
    Early childhood education and care settings in England and the people who work in them constitute an important sphere of influence, shaping young children's characters and values. But the values and dispositions expected of the early years workforce are missing from statutory policy documentation despite its clear requirement that practitioners will espouse and promote particular 'universal' values in their work. The expectations for young children's achievement by the age of five also reveal a complex approach combining (...)
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  34.  2
    On Education, Especially in Early Childhood. --.Bertrand Russell - 1960 - Allen & Unwin.
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  35.  10
    The Social And Political Construction Of Early Childhood Education.Michel Vandenbroeck, Filip Coussée & Lieve Bradt - 2010 - British Journal of Educational Studies 58 (2):139-153.
    We analyse two foundational social problems regarding early childhood education. The first, in the late nineteenth century, is infant mortality, a social problem that constituted the historical legitimation for the first crèches. The second, the prevention of school failure, is very topical today. By analysing these examples in their historicity, taking into account social, political, economical and scientific contexts, it becomes clear that early childhood education can contribute to the individualisation and decontextualisation of social (...)
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  36.  5
    On Reflection: Reflective Practice for Early Childhood Educators.Angela O'Connor - 2002 - Open Mind Publishing.
  37. An Introduction to Nigeria's Philosophy of Early Childhood Education.Samson Oladiran Davis - 1998 - Goal Educational.
     
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  38.  4
    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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  39.  9
    Career Perspectives of Male Students in Early Childhood Education.Sakire Anliak & Derya Sahin Beyazkurk - 2008 - 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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  40.  14
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2017 - Educational Philosophy and Theory:1-12.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, (...)
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  41.  11
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):519-530.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, (...)
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  42.  7
    Is Experimenting on an Immanent Level Possible in RECE (Reconceptualizing Early Childhood Education)?Liane Mozère - 2012 - Indo-Pacific Journal of Phenomenology 12 (sup1):1-9.
    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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  43.  21
    Impacts of Common Core State Standards on Early Childhood Education: Perspectives From Mississippi K-3 Teachers.Haiyan Zhang, Jianjun Yin & Liusheng Wang - 2017 - Educational Studies 45 (1):17-34.
    This study explored K-3 elementary schools teachers’ perceptions towards impacts of Common Core State Standards on early childhood education. A total of 54 teachers completed a questionnaire in which they were asked to rate the 9 questions related to their background, and then the extent to which they agree with 20 statements. The results showed no statistically significant difference of 9 factors by age group, years of teaching, and degree. There was statistically significant difference in 9 factors (...)
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  44.  16
    Otherness ‘Without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education.Sonja Arndt - 2015 - Educational Philosophy and Theory 47 (9):883-893.
    This article attempts to conceptualise the notion of the foreigner in relation to immigrant early childhood teachers. Sparked by Kristeva’s challenge, to live with and as others without ostracism or levelling, it highlights tensions that arise in a juxtaposition of the Aotearoa/new Zealand early childhood curriculum document, Te Whāriki and other guidelines for cross-cultural practices, with perspectives on the foreigner and foreignness. Situated in the neoliberal sociopolitical and cultural landscape of Aotearoa/new Zealand, the analysis foregrounds and (...)
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  45. Progress, Change and Development in Early Childhood Education and Care: International Perspectives.Elizabeth Coates & Dorothy Faulkner (eds.) - 2016 - 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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  46. 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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  47. 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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  48.  3
    La Petite Enfance : Terrain Féminin Ou Terrain Féministe? Les Femmes Dans L’Organisation Mondiale Pour L’Éducation Préscolaire (1948-Fin des Années 1980)Early Childhood: A Feminine or Feminist Terrain? Women in the World Organization for Early Childhood Education[REVIEW]Michel Christian - 2019 - Clio 49:261-281.
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  49.  3
    Reflective Practice: A Method to Improve Teachers’ Well-Being. A Longitudinal Training in Early Childhood Education and Care Centers.Ada Cigala, Elena Venturelli & Martina Bassetti - 2019 - Frontiers in Psychology 10.
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  50.  5
    The Environmental Ethical Study on Philosophical System of Eco-Early Childhood Education. 전일우 & Choi Hoon - 2015 - Environmental Philosophy 19:141-169.
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