Asking key questions about how policies impact on children's early years and rethinking the ways in which young children's learning becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.
Asking key questions about how policies impact on children's early years and rethinking the ways in which young children's learning becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.
Leanne Gibbs is a researcher and consultant in early childhood leadership and policy. She is a doctoral candidate at Charles Sturt University, Australia. Michael Gasper is an early years consultant, trainer, coach, mentor and facilitator and works with the Centre for Research in Early Childhood, Birmingham, UK.
Inhaltsangabe
List of illustrations List of acronyms Volume editors' acknowledgements Series editors' acknowledgements Series editors, volume editors and contributors Preface: trawling muddy waters SECTION ONE: Being alongside children Chapter 1: Pedagogical documentation: the intersection of children's learning and prescribed systems and policy Chapter 2: Conducting ethical professional inquiry alongside children: children as fellow researchers Chapter 3: Educators experimenting with common world pedagogies Editorial provocations: engaging readers and extending thinking SECTION TWO: Those who educate Chapter 4: Navigating complex systems Chapter 5: A North American perspective on understanding and nurturing professional well-being in the early childhood workplace Chapter 6: Shaped by policy: the positioning of mentoring within the early years sector in Singapore Editorial provocations: engaging readers and extending thinking SECTION THREE: Embedding families and communities Chapter 7: Seeing over the wall: growing policy from learning with families in contexts Chapter 8: Whose voice? balancing perspectives in children's language development in early childhood Chapter 9: Honoring family diversity: challenges of leading pedagogy in multi-ethnic societies - perspectives from South Africa Editorial provocations: engaging readers and extending thinking SECTION FOUR: Working with systems Chapter 10: Compliance in a landscape of complexity: regulation and educational leadership Chapter 11: Exploring intersections between systems, policy and pedagogy: critical reflection on an emerging system in Morocco Chapter 12: Being seen and being changed: problematising the role of 'quality' Early childhood education in the global education reform movement Editorial provocations: engaging readers and extending thinking Coda: thinking forward
List of illustrations List of acronyms Volume editors' acknowledgements Series editors' acknowledgements Series editors, volume editors and contributors Preface: trawling muddy waters SECTION ONE: Being alongside children Chapter 1: Pedagogical documentation: the intersection of children's learning and prescribed systems and policy Chapter 2: Conducting ethical professional inquiry alongside children: children as fellow researchers Chapter 3: Educators experimenting with common world pedagogies Editorial provocations: engaging readers and extending thinking SECTION TWO: Those who educate Chapter 4: Navigating complex systems Chapter 5: A North American perspective on understanding and nurturing professional well-being in the early childhood workplace Chapter 6: Shaped by policy: the positioning of mentoring within the early years sector in Singapore Editorial provocations: engaging readers and extending thinking SECTION THREE: Embedding families and communities Chapter 7: Seeing over the wall: growing policy from learning with families in contexts Chapter 8: Whose voice? balancing perspectives in children's language development in early childhood Chapter 9: Honoring family diversity: challenges of leading pedagogy in multi-ethnic societies - perspectives from South Africa Editorial provocations: engaging readers and extending thinking SECTION FOUR: Working with systems Chapter 10: Compliance in a landscape of complexity: regulation and educational leadership Chapter 11: Exploring intersections between systems, policy and pedagogy: critical reflection on an emerging system in Morocco Chapter 12: Being seen and being changed: problematising the role of 'quality' Early childhood education in the global education reform movement Editorial provocations: engaging readers and extending thinking Coda: thinking forward
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