In this paper, I reconsider the commonly held position that the early moral education of the Republic is arational since the youths of the Kallipolis do not yet have the capacity for reason. I argue that, because they receive an extensive mathematical education alongside their moral education, the youths not only have a capacity for reason but that capacity is being developed in their early education. If this is so, though, then we must rethink why the early (...) moral education is arational. I argue that the reason is rooted in the nature of moral explanations. These sorts of explanations are rooted in the Forms and thus one can only understand those explanations when they have knowledge of the Forms. But this requires preparation – the very sort of preparation that is provided by both the mathematical and moral educations. (shrink)

The concept of “Time” seems to play out differently at various phases of our lives: In our teens and twenties, we experience the luxury of youth; we may feel invincible or even indomitable. Generally, we feel our whole lives are ahead of us, and we “take” time to enjoy, explore and experience our world. Concurrently, our physiology also goes through the phases of childhood, adolescence, puberty and into adulthood, or the “reproductive years”; and ultimately (for women) through menopause and “ageing”, (...) or, the “non- reproductive years”. In this paper I will submit, on what I believe, is the obligation of the health care community to disseminate information early to their patients. This might ensure that the choices that people make in specific phases of their lives are educated and informed choices. Early education would be invaluable if backed up by the benefit of research that already exists, some of it presented in this paper. If this research was to be made available, say, on a patient’s first visit to a gynaecologist, (presumably in their late teens, early twenties), to start the education process, I believe many patients could benefit from it. (shrink)

I love that you have rediscovered your love for toddlers! They are in my opinion the best age to work with! That’s really cool that you work part time up at [local ski resort]. I love to ski and us...

Jacob J Golomb; Nietzsche’s Early Educational Thought, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 99–109, https://doi.org/10.111.

In the context of technological dissemination sessions aimed at prospective students at the Polytechnic University of Baja California in the city of Mexicali, Baja California, the importance of engineering and its role in scientific and technological progress was stressed, as well as its role in scientific and technological progress as drivers of economic development in the region. A group of 2,154 students from 20 different institutions of public high school education answered a survey designed as an evaluation tool for a (...) career path or technology area of interest. The survey results show that students have a low preference for engineering careers. Moreover, these results were augmented with an additional study on the high attrition of students in engineering schools in the city of Mexicali, Baja California, also conducted by the authors. It raises the importance of teaching science in the early education levels, which aims to prepare scientists and technologists needed for the development of research and innovation as a foundation for economic prosperity and welfare of an emerging economy such as Mexico. (shrink)

Scholars agree that Hegel had an important influence on John Dewey's early work.1 Unfortunately, the precise nature of this influence is not always easy to discern; in his early works, Dewey mentions Hegel only rarely, and seldom refers to him. However, in his letters and in his later works, Dewey concedes that Hegel had a strong influence on his philosophy. For example, in a 1930 essay, "From Absolutism to Experimentalism," Dewey acknowledges the influence of Hegel, noting that "acquaintance (...) with Hegel has left a permanent deposit in my thinking."2This paper is dedicated to the investigation of an important but not particularly well known, connection between the work of Hegel and Dewey's early educational ideas.3 .. (shrink)

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 Preschool Education (...) movement promoted by various countries, states, and agencies; examine model curriculum programs in a variety of teaching/learning settings; and identify directions the community can take in promoting effective early education programs. Particular attention is given to key issues and concerns faced by practitioners and families world-wide. Studies reveal successful approaches to bilingual education in a Chilean kindergarten, research findings on gender differences in primary school girls for learning science in Wales, literacy development strategies for teaching in UK multicultural classrooms and childhood centres, the process of integration special education with early childhood practices in China, and exemplars of community outreach to improve the well being of children through advocacy for governmental changes in early education policies and professional development. This book is for everyone interested in the well being of young children moving forward in a global age to meet the challenges of early citizenship in their world. (shrink)

This study refers to the discursive transformation in perceptions of preschool age children generated by central European Union policy on early childhood education and care. This policy is representative of the pervasion of contemporary entrepreneurial culture and curricula within preschool education. At the same time, the field is also starting to become subordinated to the neoliberal trend of economising the social. This study highlights the fact that, within discourses on the child, these trends are encouraging a particular conception of (...) childhood and of developmental theories. This conception is also enabling entrepreneurial logic to be applied to the preschool education sector via the use of theoretical tools. Consequently, children are being shaped into so-called knowledge-workers, or gold-collar workers, as they are referred to in current employment discourse. Even authorised preschool education documents (e.g. NAEYS’s Developmentally Appropriate Practice etc.) are responding to this transformation by introducing a new type of normality into this sphere, as can be seen in the Slovak state education programme for preschool education. (shrink)

This study explored the factorial and concurrent validity of a scale developed for assessing teachers’ self-efficacy beliefs in engaging with diversity in early childhood education settings. According to tests of measurement invariance, the conceptualization of the constructs varied to some extent between Finnish student teachers and qualified teachers. Qualified teachers reported, at the item level, higher confidence in engaging with diversity in mainstream early childhood classrooms than student teachers. Structural equation modeling demonstrated that for both groups, higher levels (...) of reported confidence in planning and implementing inclusive teaching–learning interactions were related to a higher level of closeness during interactions with children. The evidence for concurrent validity may imply beneficial and reciprocal influences between teachers’ confidence in their professional competence and close teacher–child relationships. The implications of the study are discussed from the perspective of teacher training and professional development in the early childhood education context. (shrink)

Résumé La parodie de Thomas Taylor sur la défense des droits des femmes et des humains par Mary Wollstonecraft soulève une question : sa satire propose-t-elle malgré lui une défense des droits des animaux présente dans les arguments de Wollstonecraft? Alors que les œuvres ultérieures de Wollstonecraft ne font pas mention des droits des animaux, ses premiers écrits éducatifs offrent des arguments sur l’éthique animale. Ces œuvres explorent la valeur des animaux d'un point de vue moral, théologique et conséquentialiste, en (...) mettant l'accent à la fois sur leur valeur instrumentale et inhérente. Cet article soutient que la psychologie morale et la théologie de Wollstonecraft mettent en lumière une attitude bienveillante envers les animaux, soulignant leur valeur au-delà de leur utilité. (shrink)

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.

This second edition of Young Children and the Environment is a practical resource that illustrates the difference that early childhood educators can make by working with children, their families and the wider community to tackle the contemporary issue of sustainable living. This second edition has been substantially revised and updated, with a new section exploring sustainability education in a variety of global contexts. Researched and written by authors recognised as leaders in their own countries, this section provides readers with (...) international resources and perspectives to further their teaching about early childhood education for sustainability. The text engages with new curriculum initiatives that have placed greater emphasis on educating for sustainability, and equips educators with the knowledge to teach this revised content. It remains accessibly written with ample case studies, vignettes and 'Provocations' to engage readers and provide insights into how early childhood education for sustainability can occur successfully in practice. (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, 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)

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)

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)

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.

In this article I will examine the purchase and opening of Lyndhurst College in 1852 and its contribution to early Catholic education in Sydney. In a previous article, I discussed the establishment of St Mary's Seminary by Archbishop John Bede Polding in 1836. Lyndhurst College was another Benedictine school set up by Polding in Sydney that gave students of wealthier Catholics the opportunity to prepare for the church, university and the civil service.

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)

There has been a focus on policies relating to early years education and care across the developed world and particularly in Europe. In the UK, there has been a raft of policy changes alongside increased investment. However, this paper argues that these changes may not be sufficient to meet EU objectives in terms of quality or the government's policy goals of high quality, affordable and accessible early years education and care. There are major issues that appear to militate (...) against achieving these goals; these relate to the levels of government funding and to the regulatory context. There are also divergences between the providers in terms of their own objectives and underlying values which mean that quality may be variable and access to certain types of providers restricted. These factors appear to militate against the delivery of universal provision of high quality early years education and care. (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)

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 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 of individualization (...) that obfuscates modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation? (shrink)

In this article, modern standards of early years mathematics education are criticized and a proposal for change is presented. Today's early years mathematics education standards rest on a view of mathematics that became obsolete already at the end of the 19th century while the spirit of children's mathematics is precisely the spirit of modern mathematics. The proposal for change is not a return to the “new mathematics” movement, but something different.

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)

As early as 1884, while tutoring a boy with special needs, Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life. Steiner originally published the essay at the core of this book in 1907. It represents his earliest ideas on education, in which he lays out the soul spiritual processes of human development, describing the need to understand how the being of a child develops through successive "births," beginning with the physical body's entry into (...) earthly life, and culminating in the emergence of the "I"-being with adulthood. Also included are several early lectures on education, ranging from 1906 to 1911, well before the birth of the Waldorf movement in 1919. ORIGINAL SOURCES The essay "The Education of the Child in the Light of Spiritual Science," translated by George and Mary Adams, appeared originally in German in the journal Lucifer-Gnosis (nr. 33), 1907, under the title "Die Erzieuhung des Kindes vom Geschictspunkte der Geisteswissenschaft." It is included in vol. 34 of the Collected Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1987. The lecture "Teaching from a Foundation of Spiritual Insight," translated by Robert Lathe and Nancy Whittaker, is included in Ursprungsimpulse der Geisteswissenschaft, vol. 96, as "Erziehungspraxis auf der Grundlage spiritueller Erkenntnis"; the lecture "Education in the Light of Spiritual Science," translated by Rita Stebbing, appeared as "Die Erziehung des Kindes vom Standpunkt der Geisteswissenschaft"; and the lecture "Education and Spiritual Science," translated by Rita Stebbing, appeared as "Schulfragen vom Standpunkt der Geisteswissen-schaft" in Die Erkenntnis des Ubersinnlichen in unserer Zeit, vol. 55; the lecture "Interests, Talent, and Education," translated by Robert Lathe and Nancy Whittaker, is included in Antworten der eisteswissenschaft auf die grossen Fragen des Daseins, vol. 60, as "Anlage, Begabung und Erziehung des Menschen," all of which are in the Collected Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1987. The lecture "Interests, Talents, and Educating Children," translated by Robert Lathe and Nancy Whittaker, appeared originally in the magazine Die Menschenschule, vol. 31 (nr. 6),1957 and vol. 48 (nr.1), 1974. (shrink)

Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.

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 Te Whāriki (Ministry of Education, (...) 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (shrink)

The dissertation explores the early life and thought of William James . Using James's published works as well as his letters, his published but little-known notes and reviews, and his unpublished diaries and notebooks, this dissertation constructs an intellectual biography employing intellectual history, the history of science, philosophy, and religious studies. ;William James experienced the culturally shaping influences of his grandfather's wealth and republican values, the eccentric and spiritual ideas instilled by his father in an almost chaotic process of (...) education, and the impact of a scientific education in the 1860's, a time when Darwinism revolutionized both the content and the methods of natural science. As a result of these influences, James began to form the kernels of ideas that would become central to his mature psychology, philosophy, and religious thought. He struggled with the simultaneous uncertainty of his intellectual perspectives and his vocational choices, and he gradually began to accept uncertainty itself as a central theme and goal of his life and thought. His steps in this direction were at first unsure, and indeed, he actually experienced a prolonged crisis of depression and indecision from 1867 to 1872. But even his suffering was a catalyst to his intellectual developments. A major inspiration for his commitment to uncertainty was his realization of the role of probabilities in the science he had been learning since his young adulthood. It inspired his idea that religious beliefs and scientific theories, while unrelated, are parallel in their uncertainty, and that each, if reasonable, can be acceptable as plausible even if not provable. The ultimate result of James's education in freedom was his argument for a pluralistic and non-deterministic view of the universe, his conviction of the possibilities for belief despite uncertainty, and his advocacy of the need for commitment and action to improve this world without reference to another life. (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)

In its early years the sociology of education was not clearly distinguished from general social philosophy. Spurred by the publication of John Dewey’s_ School and Society_ in 1899, widespread interest in the role of the school as a social institution helped to lay the foundation for the development of educational sociology as a separate field of study. This facsimile set of eight books, selected by the editor, presents early contributions to the development of the sociology of education from (...) the 1920s through to the 1950s - the period in which it emerged as an organized and specialized sub-field of sociology, mainly in the USA. Comprehensive and fascinating, the extensive new introduction to this set places these works firmly in the context of current scholarship, while the nature of the facsimile provides a real sense of immediacy and authenticity for both students and scholars alike. (shrink)

The article examines the system of engineering education in European countries, analyzing the formation of polytechnical education in France on the example of l'École Polytechnique (the Polytechnic School of Paris), which became the foundation of the French educational model and influenced the subsequent development of engineering education not only in France but also in Europe. The article also highlights the process of preparing engineering professionals in Germany, one of the features of which was the introduction of vocational training. It was (...) a type of study separate from the general system, with funding coming from local budgets or private sponsors. This strengthened the role of technical universities, which focused not only on the transmission of accumulated knowledge but also on fostering motivation for learning and scientific activities. The curricula of technical universities gradually expanded to include components of physics, mechanics, mathematics, and chemistry. (shrink)

Worldwide, more parents are opting for immersion pre-schooling for their children in order to benefit from its linguistic, educational, and cultural benefits. This immersion can be either bilingual or monolingual, aimed at early second language learning, or at language maintenance – offering minority language children mother-tongue support and enrichment. This book examines some of the key issues and policy concerns relating to immersion education in the early years. The term itself can be difficult in some political contexts, as (...) can the differing outcomes noted by studies comparing monolingual programmes, and bilingual programmes for minority language children. The importance of training in immersion methodology for educators is discussed, as is the need to adapt preschool pedagogical practices to the immersion context, in order to provide optimal input for young language learners. One of the most pressing discussions surrounds differentiated provision – ensuring that the varying needs of children with language impairment, typical second language learners, and mother-tongue speakers with significant socioeconomic or linguistic disadvantages are all met. Overall, the book explores the challenges currently facing the sector, particularly with regard to training and professional development for practitioners, and the provision of appropriate materials in less widely used languages. Given the documented benefit of high quality immersion pre-schooling, this book fulfils an urgent need to increase the recognition of the sector. This book was published as a special issue of _International Journal of Bilingual Education and Bilingualism. _. (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)

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning (...) experiences and their impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education. (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)

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)

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)

This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels of these risk and protective (...) factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents’ mental health differently by using a variable-centered approach. The sample consisted of 1’562 adolescents in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low, average, or high resilience. Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents’ mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents’ educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland. (shrink)