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.

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 early 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)

In this book, Silin maps the common ground between early childhood and the period sociologists call "young-old age." Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape (...) of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives. (shrink)

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.

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 and (...) practices to those of others past and present. Traditionally, historical reflections and philosophical critiques can be dense and difficult for readers to access and so many students and practitioners remain unaware of the roots of their current practice. This book takes an innovative and accessible approach to the history and philosophy of early childhood education. It gives sufficient, meaningful detail about individual educators and contributors to the field in order to help readers understand how contributions and developments in the past have created routes to present thinking and practice. So, the book offers five things: " An historical overview of the development of key ideas and practices in ECE from JJ Rousseau to the present time; " A series of biographical accounts of some 20 key contributors to the field, with summaries of their major achievements and key texts; " An exploration of ways in which their ideas compare through lively, imagined conversations based on their writings; " An analysis of ways in which certain common themes can be seen in both early writings and current practices; and " An illustration of how teachers can use these ideas in professional development activities in LEA and HE contexts. (shrink)

Early Childhood Curriculum addresses current approaches to curriculum for infants, toddlers and young children, ages birth to eight. It provides a comprehensive introduction to the curriculum issues that student teachers and emerging practitioners will face and equips them with the decision-making tools that will ultimately enhance and promote young children's learning. The text proposes a cultural historical framework to explore diverse approaches to early years education, drawing on research and examples of practice across a range of international (...) contexts. It offers a clear focus on domain areas of the curriculum - the arts, health and wellbeing, literacy and language, science and maths, and information and communication technology - so that teachers are able to gain a breadth of understanding and effectively plan, design and implement curriculum strategy. (shrink)

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 and (...) ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children. Including case studies to illustrate the lived experiences of individual practitioners as they worked towards becoming graduate professionals, this will be valuable reading for early years professionals engaged in undergraduate and postgraduate study and those researching policy development and professional identity within ECEC. (shrink)

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 on (...) the intersections of language and place in selected policies, we respond to the questions: ‘what is the problem represented to be’ and ‘what are the solutions offered?’ (Bacchi, Citation2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values. (shrink)

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.

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 free play; nature; (...) music and the arts; rhythm, structure, trust and security; observing and understanding children; self-development and reflection; comparison with other preschool approaches. (shrink)

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 the overall (...) conversation meaningful and productive for the entire profession. Don't just sit back and listen; be a part of this important conversation.Stacie Goffin is a widely recognized authority in early childhood education with a passion for raising the competence of ECE as a field of practice. She received a degree in child development from the University of Massachusetts Amherst, followed by her master's in early childhood from George Washington University and her executive education certification from Harvard. Stacie currently serves as Principal of the Goffin Strategies Group, where she uses her experience consulting with educational programs to improve effectiveness and services for young children. (shrink)

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, (...) class='Hi'>early childhood institutions and pedagogical work. The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care. (shrink)

If you work in the early years, you have probably heard of Montessori and Bronfenbrenner - but have you heard of Bavolek or Fisher? Contemporary theorists and theories of early childhood learning have much to teach us. It is often forgotten that this learning is still evolving and that new voices are joining the discussion every year. This book introduces early years practitioners to some contemporary theorists and explores their work alongside more well-known thinkers. It demonstrates (...) how these theories relate to everyday practice in the early years and that discussion of them can support ongoing professional learning. (shrink)

There can be little doubt that the education of the very young provides an essential foundation for all that follows, and the nature of that education is critical. This book locates Froebelian practice in current practice, through a wealth of examples from contemporary settings. The book brings together contributions from distinguished primary and early childhood practitioners, who show how they have used educational methods advocated by Froebel. Stressing the importance of outdoor play, they explore the Froebelian principles of: (...) Play ; Learning through firsthand experience ; Parent partnership and community in early childhood ; Practitioners supporting children's interests and learning ; Finger rhymes and action songs ; Movement ; The garden and forests ; Wooden blockplay ; Use of clay, paint, junk modeling, construction kits."--Publisher's website. (shrink)

Professional development resource providing advice for early childhood teachers navigating demands and changes in their careers, helping them see challenges as growth opportunities. Through self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching. Includes digital content.

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 (...) and address the multitude of aspects touched upon by Vygotsky, including cognitive development, communication and interaction, play, literacy and the quality of preschool settings. Providing a comprehensive exploration of current stances on Vygotsky's ideas in diverse cultural-historical contexts, Vygotsky's Theory in Early Childhood Education and Research will be of interest to researchers, practitioners, educators and politicians involved in early years education. (shrink)

Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is (...) a boon to the field of early childhood and primary education studies. (shrink)

This paper argues that in daycare centres in France, where children are cared for from four months to age three, the competence of female staff members is usually denied and unvalued vis à vis the expert opinions. The paper highlights empirical research on early childhood and gender, providing pragmatic access to children's languages of desire, a language mostly ignored. Incorporating the ideas of Foucault, Deleuze and Guattari, the paper draws upon the conceptualization of Fernand Deligny who took care (...) of autistic children in mapping what he called ‘lines of wandering’, an idea that shows how desire can become accessible. In the present ‘society of control’ which Deleuze analyses and which coexists with Foucault's discipline and biopower, such lines of flight enable the emergence of a new narrative for young children's desire, and for the competence of the female staff members in their departure from the highway of normalization. (shrink)

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 (...) evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children's learning and development, this book is essential reading for students of early childhood theory and development. (shrink)

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 (...) : a practice for reflection and democracy -- Minority directions in the majority world : threats and possibilities. (shrink)

Early childhood is an important period for the development of attitudes, such as prejudice or food preferences (e.g. Nicklaus, 2016; Rudman, 2004). Because they are considered core drivers of behav...

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 (...) method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play. (shrink)

1. Early Childhood in the Anglosphere, by Peter Moss and Linda Mitchell, compares early childhood systems across seven high-income English-speaking countries: England, Scotland, Australia, Canada,...

Having a good grasp of theories of child development and what these look like in practice, can make a positive difference to how you understand babies and children and the ways in which they learn. This guide offers easy access to a wide range of concepts, as well as traditional and current theories, of how babies and children learn. Each chapter offers clear guidance on how to recognise the theory in action within the setting and suggests ways to test these (...) ideas out in early years' settings, supporting the development of reflective practice. Case studies are included throughout, along with questions to guide thinking and encourage readers to develop their practice. Summaries conclude each chapter offering a quick reference of the theory examined and the benefits of applying it to practice. An essential guide for those looking to develop their practice in supporting child development within the Early Years. (shrink)

Individual differences in effortful control, a component of temperament, reflecting the ability to use attention and other cognitive processes to self-regulate emotion and behavior, contribute to child academic adjustment, social competence, and wellbeing. Research has linked excessive screen time in early childhood to reduced self-regulation ability. Furthermore, research suggests that parents are more likely to use screens with children who have more challenging temperaments, such as low levels of effortful control. Since screen time by children between the ages (...) of 0 and 18 has increased during the COVID-19 pandemic, it remains timely to investigate the developmental pattern of association between child screen media use and effortful control. We hypothesize that higher levels of screen media intake at age 3.5 will be associated with lower effortful control at age 4.5 and that lower effortful control at 3.5 will contribute to more screen media intake at age 4.5. This study draws on participants followed longitudinally over the span of 2-years for an investigation of Canadian preschoolers’ screen media use during the pandemic. A follow-up with this sample was completed in 2021. Analyses using a cross-lagged panel model revealed stability in child screen time and effortful control between the ages of 3.5 and 4.5. Child screen time at age 3.5 significantly contributed to decreased effortful control scores at the age of 4.5, whereas effortful control at age 3.5 did not contribute to screen time at age 4.5. Our results partially confirmed our hypothesis and indicated that higher levels of screen time intake were detrimental to the development of effortful control. These results suggest that screen media use, an exceedingly frequent activity, may play an enduring role in development by shaping young children’s temperaments. (shrink)

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 (...) to a market society. The hope is that we can find solutions that are viable for all. After presenting this philosophy, we show how it already exists among educators and children, and we suggest ways in which it may be validated and promoted in early childhood education. (shrink)

Indonesia is highly susceptible to natural disasters, posing significant risks to its population, particularly early childhood. Effective disaster mitigation strategies tailored for young children are crucial to enhance their safety and resilience. This study systematically reviews the literature on disaster mitigation practices and policies for early childhood in Indonesia. This review aims to synthesize the current state of research on disaster mitigation for early childhood in Indonesia, identify gaps in the literature, and provide recommendations (...) for future research and policy development. A systematic literature review was conducted following PRISMA guidelines. Databases, including PubMed, Scopus, Web of Science, and Google Scholar, were searched for peer-reviewed articles published between 2011 and 2024. Keywords used in the search included "mitigation," "early childhood," "disaster mitigation," and "early childhood disasters." Studies were selected based on predefined inclusion and exclusion criteria, focusing on those that addressed disaster preparedness, training, community, and technology in early childhood contexts within Indonesia. The review identified 107 relevant studies. Key findings highlight that while several programs and initiatives exist, there is a lack of cohesive and comprehensive disaster mitigation strategies specifically designed for early childhood. Most studies emphasize the importance of integrating disaster education into early childhood curricula, training educators, and involving parents and communities in disaster preparedness. Future research should focus on developing and evaluating comprehensive, culturally sensitive disaster mitigation strategies for young children. Policymakers and practitioners must collaborate to create robust frameworks that ensure the safety and well-being of early childhood during disasters. (shrink)

Social policy includes many aspects, some of which are related to welfare, as well as many social responsibilities and rights that are considered the basis of the early childhood stage, as social policy aims to secure a kind of stimulating, safe and equal environment for children, especially in the first years of their lives, as these early stages greatly affect their growth, development and future capabilities. It aims to study the current facts related to a phenomenon, situation (...) or group of individuals. This study relied on the social survey method by sample and used the questionnaire tool to identify the extent of the impact of social legislation to protect early childhood. A field study in the city of Baghdad, where the study sample amounted to (200) individuals, males and females. The results of the study showed that the highest percentage of the research community are females at 54.4%. The results of the study showed that providing health care to mothers before and after birth is the health system for child health by 60.4%. The results of the study indicate that the early childhood care policy contributed to reducing child mortality rates by 63.2%. The results of the study indicate that one of the most important ways is the contribution of the social care policy to correcting some wrong practices by holding educational courses for workers in health centers by 43.6%. The results of the study concluded that there are educational programs provided for early childhood with cognitive and cognitive stimulation by 58.4%. And the contribution of government efforts to provide development programs for the early childhood stage by encouraging enrollment in education by 55.2%. One of the most important difficulties facing the implementation of policies and strategies for sustainable development for early childhood is the absence of activation of the national strategy by 36%. Therefore, we recommend the establishment of a higher council for childhood that takes on the responsibility of drawing up policies related to children and following up on strategies and programs related to them. (shrink)

This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical (...) exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples. (shrink)

Amid efforts to limit “divisive concepts” in educational settings, this article investigates the obstruction of a civic-focused early childhood curriculum. Joy Dangora Erickson and Winston Thompson analyze the challenges faced by a resourceful kindergarten teacher striving to uphold curriculum goals despite constraints imposed by the state legislature. Through an empirically informed exploration of political and pedagogical factors, this conceptual analysis elucidates the moral complexities of risks, costs, and outcomes as educators navigate non-ideal political conditions. By doing so, the (...) authors provide valuable insights to scholars and practitioners, suggesting productive avenues for future research on these and related dilemmas of practice. (shrink)

This book is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives. It explores issues such as the kinds of values that are communicated between educators and children and the kind of future citizens we foster in early childhood settings. It illustrates by way of cases involving many participants, including children, educators, and researchers, who have their roots in diverse contexts, and reside in different parts of the (...) world, including Australia, Denmark, Finland, Iceland, Norway, Slovenia, and Sweden. The book carefully considers the contextualized character of the cases presented, yet argues that the questions, theories, and methodologies emphasized do inform the international debate in manifold ways. Communication of values in a broad and diverse sense is central in any pedagogy, especially for the youngest children in the educational system. Still, values education has been neglected as a research field, in education in general and particularly in the early years. This book addresses this lack of knowledge by scrutinizing various questions about values education in ECEC settings. (shrink)

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 problems. Yet (...) acknowledging this also means opening windows of new opportunities, as far as the construction of social problems remains an open debate in which disagreement rather than consensus is fostered. (shrink)

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 for (...) providing family information. The analysis shows that parents both volunteer and provide the pursued information, thus actively orienting to the norm of visibility in child rearing. However, although both parties orient to questioning and fishing as business as usual, the parents’ accounts sometimes had an excusing quality or they adopted a reserved communication style, suggesting a certain ambivalence as well. The paper outlines different ways of understanding the present partnership ideal in parent–teacher teacher cooperation with implications for the negotiation of privacy. The paper also addresses training, which can contribute to staff and student reflections on the management of the public–private boundary. (shrink)

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 in (...) this essential textbook include: an overview of the principles of effective practice discussions on equal opportunities and children's rights an update of the latest development theories relating to brain development and how children learn and the difficulties children may face in their learning investigations into what working with parents really means consideration of the different early years systems in operation summaries of key management issues and useful information on how to address them comparison with European perspectives on early years care and education the importance of play in children's early learning. Readers of this second edition will also find the expansion of existing chapters in order to include topics such as inclusion, transitions, child protection in relation to the internet and partnerships with parents. The book covers the whole age range from birth to eight years with a special section on the birth to three years age group. Each chapter is fully referenced and has case studies or reflective practice boxes within the text. Informative and engaging, the book challenges the reader to think about how underlying theory may be reflected in practice. It will be essential reading for all students who are studying for early childhood qualifications at levels four, five and six. (shrink)

"New foreword by Rhian Evans Allvin"--Cover.

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 texts (...) they are asked to apply in their teaching, as well as the practice they are observing and seeking to engage. In Bakhtinian theory, ‘voice’ is promoted through a community of learning, and a critical engagement creating new knowledge and subsequent practice. This theme of developing a critical voice for ECE students is the subject matter of this paper, with reference to practicum experience and Bakhtin’s essay, “Epic and Novel: Towards a Methodology for the Study of the Novel.”. (shrink)

Bernard Spodek, one of the most important figures in contemporary early childhood education, has been a seminal figure in early childhood education for approximately six decades. He has also been a creative contributor to contemporary thinking on the integration of theory, research, and practice on the development and education of young children. He is the author of numerous theoretical, research, and practical articles that continue to be published in scholarly journals and the author of textbooks that (...) span the fields of early childhood education and child development. This book, Bernard Spodek: Early Childhood Education Scholar, Researcher, and Teacher, offers an understanding of an eminent scholar who has made significant contributions to the field of early childhood education. It has a richly detailed and intimate picture of the construction of a knowledge base for the development and education of young children. All of the chapters show how Bernard Spodek assumes various roles to promote the field of early childhood education as he functions as a mentor, scholar, researcher, and master teacher. Bernard Spodek: Early Childhood Education Scholar, Researcher, and Teacher is a text for students who are interested in acquiring the basic knowledge about early childhood education, about the work that practitioners do with young children, and about the ideas that underlie that work. It is an appropriate text for graduate students in four-year colleges and universities. (shrink)

In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought scholarship on a range of philosophical perspectives about early childhood education, particularly those related (...) to issues of pedagogy. In this article, we develop an argument for philosophically informed pedagogy to balance some of the psychological and empirical approaches that dominate the field. Based on the provocations of the seven articles that comprise this issue, we argue for greater attention to subjective and even mysterious approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or an intervention. (shrink)

L’Organisation mondiale pour l’éducation préscolaire (OMEP) est une organisation internationale non gouvernementale créée en 1948 pour promouvoir l’éducation préscolaire. Organisation où les femmes sont dominantes, l’OMEP permet d’observer comment celles-ci entrent dans l’espace transnational en position de relative infériorité. L’organisation s’est légitimée en défendant une cause elle-même jugée féminine et ses membres, actifs au niveau international, accumulent un important capital social avant de s’y engager, soit en attendant la fin de leur carrière professionnelle, soit en associant le capital social de (...) leur mari à leur engagement. L’OMEP a toujours promu une vision émancipatrice du travail féminin salarié et qualifié. Mais comme cette professionnalisation s’est appliquée à un domaine où les rôles féminins et masculins étaient déjà fixés de manière rigide, elle n’a suscité que peu de remises en question des représentations de genre dominantes. Elle ne peut donc pas être considérée comme féministe, mais fait partie d’un espace plus large de la cause des femmes. (shrink)

Leading and Managing Early Childhood Settings: Inspiring People, Places and Practices examines what it means to be a leader, manager and administrator across the early childhood education field. The first section of the book introduces readers to core concepts, including self-understanding through professional reflection and consideration of people's beliefs and values. These chapters explore the challenges of working within various early childhood settings and the importance of connecting and communicating with families and the broader (...) community. The second section considers four key roles that early childhood professionals undertake – team stakeholder, policy designer, pedagogy creator and rights advocate. This book challenges readers to make links across research, theories and everyday practices by thinking, reflecting, sharing with others and writing stories. The storytelling approach guides readers through the chapters and explores the themes of embodiment and sustainability. Leading and Managing Early Childhood Settings is an invaluable resource for pre- and in-service educators alike. (shrink)

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 of (...) peers. As compared to our control group, study results demonstrated significant developments in our experimental group’s ability to respond to ethical questions, increased use of emotion markers, and increased use of justification terms in support of responses. (shrink)

Everything you need to know about Learning Theories in Early Childhood practice. This book explores the key theorists and theories that form the foundation of learning and development in early childhood. Building your own understanding and knowledge of children's learning, it then helps you develop the skills of translating theory into practice. How does this book support you? · The structure of the book mirrors your student learning journey, to compliment your course and seminar reading. · (...) Parts 1 and 2 help you develop your reflective and analytical skills through critical questions, photographs and discussion points. · Part 3 gives real life case studies to help you understand how the theories can be practically applied in settings to improve your own practice. (shrink)

In this paper I develop an alternative to prevailing moral development assumptions in early childhood education. Drawing on a Bakhtinian theoretical framework, theories of identity formation, and examples from my longitudinal research study of child-adult play, I reframe development as a lifelong process of coauthoring ethical identities that may begin in early childhood when adults join children in dramatic play.

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...

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 (...) conducted a systematic observation of two experienced Pikler educators while they accompanied young children’s free play. Our objective was to assess: if educators’ instrumental action follows a systematic behavioral sequence; if each instrumental action is supported by specific relational behaviors; and if educators display differentiated intervention levels with regards to children’s free play through the adaptation of the relational dimension. We conducted lag sequential analysis in order to find behavioral patterns and concurrences between the observed behaviors. Our findings indicate that educators perform systematic action sequences and that each of the instrumental actions of those sequences has a specific relational value. We conclude that educators display three differentiated intervention levels depending on the child and the circumstances of the moment, providing an appropriate autonomy support and reinforcing children’s self-determination. (shrink)

Science education in the early years is vital in assisting young children to come to know about and understand the world around them. Science in Early Childhood covers the theoretical underpinnings and practical applications of teaching science in early childhood settings in way that is engaging and accessible. It is a comprehensive resource for students, as well as early childhood teachers and carers and provides up-to-date coverage of the Early Years Learning Framework. (...) This text explores the current issues and debates in early childhood science education from an Australian perspective, whilst recognising the links to international practice and research. A summary at the start of each chapter helps students identify the key themes and ideas in early science education and application boxes throughout the text illustrate how theories relate to practice. Written by experts in the field, Science in Early Childhood is essential reading for pre-service teachers. (shrink)

Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child -- 2 Child-Rearing: On Government Intervention and the Discourse of Experts -- 3 Out of Place: Economic Imperialisms in Early Childhood Education -- 4 The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? -- 5 Narrative Identity and Early Childhood (...) Education -- 6 Global Crisis: Local Reality? An International Analysis of 'Crisis' in the Early Years -- 7 Otherness 'Without Ostracism or Levelling': Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education -- 8 Meetings Across the Paradigmatic Divide -- 9 An Encounter with 'Sayings' of Curriculum: Levinas and the Formalisation of Infants' Learning -- 10 My Feelings: Power, Politics and Childhood Subjectivities -- 11 In Early Childhood: What's Language About? -- Index. (shrink)

Many epistemologists agree that even very young children sometimes acquire knowledge through testimony. In this paper I address two challenges facing this view. The first (building on a point made in Lackey (2005)) is the defeater challenge, which is to square the hypothesis that very young children acquire testimonial knowledge with the fact that children (whose cognitive immaturity prevents them from having or appreciating reasons) cannot be said to satisfy the No-Defeaters condition on knowledge. The second is the extension challenge, (...) which is to give a motivated, extensionally-adequate account of the conditions on testimonial knowledge in early childhood. Neither challenge can be met merely by endorsing externalism about knowledge; but we can meet both by reconceiving the process that eventuates in the child’s consumption of testimony. My central thesis is that this process should be seen as implicating features of the child's social environment. The result is a novel anti-individualistic externalism about knowledge. (shrink)