Early Childhood Pedagogies is an exciting collection of empirical research reports and discursive papers that rejects the notion of a single 'optimal' early childhood pedagogy in favour of diverse pedagogic practices that value young children and enable them to flourish as individuals. This edited collection will spark new reflections, fresh debates, and innovative endeavours among practitioners, researchers, and policymakers concerning how young children's learning and care may be supported. This book was originally published as a special issue of Early Child Development and Care.
Early Childhood Pedagogies is an exciting collection of empirical research reports and discursive papers that rejects the notion of a single 'optimal' early childhood pedagogy in favour of diverse pedagogic practices that value young children and enable them to flourish as individuals. This edited collection will spark new reflections, fresh debates, and innovative endeavours among practitioners, researchers, and policymakers concerning how young children's learning and care may be supported. This book was originally published as a special issue of Early Child Development and Care.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jane Murray is an Associate Professor at the Centre for Education and Research at the University of Northampton, UK. Previously an early childhood teacher, she teaches, researches, and writes in the fields of early childhood and education, with particular focus on children's agency and social justice. Her work includes projects with UNICEF and with governments in countries including Georgia, Ethiopia, and Bhutan.
Inhaltsangabe
1. Early childhood pedagogies: spaces for young children to flourish 2. Who cares? Infant educators' responses to professional discourses of care 3. Maternal thinking and beyond: towards a care-full pedagogy for early childhood 4. Pedagogy with babies: perspectives of eight nursery managers 5. Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter 6. Pedagogical positioning in play - teachers being inside and outside of children's imaginary play 7. Child-initiated pedagogies in Finland, Estonia and England: exploring young children's views on decisions 8. Children's agentive orientations in play-based and academically focused preschools in Hong Kong 9. Estonian preschool teachers' aspirations for curricular autonomy - the gap between an ideal and professional practice 10. Can we have an international approach to child-centred early childhood practice? 11. Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners 12. An international perspective on value learning in the kindergarten - exemplified by the value forgiveness 13. Integrating praxeology: engaging early childhood students in service-learning pedagogy 14. Being a tour guide or travel companion on the children's knowledge journey 15. Family pedagogy: parent-child interaction in shared book reading 16. Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary 17. 'Pedagogic Strategies': a conceptual framework for effective parent and practitioner strategies when working with children under five 18. Preschool teachers' perceptions of children's rough-and-tumble play (R&T) in indoor and outdoor environments 19. Outdoor play in preschools in England and South Korea: learning from polyvocal methods
1. Early childhood pedagogies: spaces for young children to flourish 2. Who cares? Infant educators' responses to professional discourses of care 3. Maternal thinking and beyond: towards a care-full pedagogy for early childhood 4. Pedagogy with babies: perspectives of eight nursery managers 5. Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter 6. Pedagogical positioning in play - teachers being inside and outside of children's imaginary play 7. Child-initiated pedagogies in Finland, Estonia and England: exploring young children's views on decisions 8. Children's agentive orientations in play-based and academically focused preschools in Hong Kong 9. Estonian preschool teachers' aspirations for curricular autonomy - the gap between an ideal and professional practice 10. Can we have an international approach to child-centred early childhood practice? 11. Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners 12. An international perspective on value learning in the kindergarten - exemplified by the value forgiveness 13. Integrating praxeology: engaging early childhood students in service-learning pedagogy 14. Being a tour guide or travel companion on the children's knowledge journey 15. Family pedagogy: parent-child interaction in shared book reading 16. Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary 17. 'Pedagogic Strategies': a conceptual framework for effective parent and practitioner strategies when working with children under five 18. Preschool teachers' perceptions of children's rough-and-tumble play (R&T) in indoor and outdoor environments 19. Outdoor play in preschools in England and South Korea: learning from polyvocal methods
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