In this essential text, contributors from a range of countries and cultures explore approaches to recognizing, respecting and integrating childrenâ s viewpoints in early childhood settings and practice. Considering the role of the environment, the practitioner, the wider community, and policy, chapters provoke group discussion and extend thinking.
In this essential text, contributors from a range of countries and cultures explore approaches to recognizing, respecting and integrating childrenâ s viewpoints in early childhood settings and practice. Considering the role of the environment, the practitioner, the wider community, and policy, chapters provoke group discussion and extend thinking.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
Produktdetails
Thinking About Pedagogy in Early Childhood Education
Laurie Kocher is a faculty member in the Department of Early Childhood Care and Education, Capilano University, Canada. Catherine Patterson is Senior Lecturer at the Institute of Early Childhood, Department of Educational Studies, Macquarie University, Australia.
Inhaltsangabe
About the Series Editors and Contributors Preface: Introducing the focus Section 1: Being Alongside Children Chapter 1: Young children's perspectives of the material learning environment Chapter 2: 'It will be difficult to practice something we don't know how to do.' Listening to children as they transition to school Chapter 3: 'Can you shout a little louder?' Listening and hearing children's voices through play Editorial provocations: Engaging readers and extending thinking Section 2: Those Who Educate Chapter 4: Children and families outside the mainstream: Ensuring inclusion for all Chapter 5: Lingering in artistic spaces: Becoming attuned to children's processes and perspectives through the early childhood studio Chapter 6: Teachers learning to recognize the voice of the child Editorial provocations: Engaging readers and extending thinking Section 3: Embedding Families and Communities Chapter 7: Project Work as a tool for intercultural pedagogy Chapter 8: 'No one ever listens to me, not even my daddy.' Listening to children described as having 'special educational needs' and disabilities (SEND), Caroline Jones Chapter 9: Working with and listening to families Editorial provocations: Engaging readers and extending thinking Section 4: Working with Systems Chapter 10: Leadership of professional learning - essential for innovation and change Chapter 11: Upholding children's rights in a landscape of legislation, regulations, curriculum frameworks, accreditation, teacher standards and policies Chapter 12: When dialogue transforms a system: Dynamic democratic systems that listen Editorial provocations: Engaging readers and extending thinking Coda: Thinking forward
About the Series Editors and Contributors Preface: Introducing the focus Section 1: Being Alongside Children Chapter 1: Young children's perspectives of the material learning environment Chapter 2: 'It will be difficult to practice something we don't know how to do.' Listening to children as they transition to school Chapter 3: 'Can you shout a little louder?' Listening and hearing children's voices through play Editorial provocations: Engaging readers and extending thinking Section 2: Those Who Educate Chapter 4: Children and families outside the mainstream: Ensuring inclusion for all Chapter 5: Lingering in artistic spaces: Becoming attuned to children's processes and perspectives through the early childhood studio Chapter 6: Teachers learning to recognize the voice of the child Editorial provocations: Engaging readers and extending thinking Section 3: Embedding Families and Communities Chapter 7: Project Work as a tool for intercultural pedagogy Chapter 8: 'No one ever listens to me, not even my daddy.' Listening to children described as having 'special educational needs' and disabilities (SEND), Caroline Jones Chapter 9: Working with and listening to families Editorial provocations: Engaging readers and extending thinking Section 4: Working with Systems Chapter 10: Leadership of professional learning - essential for innovation and change Chapter 11: Upholding children's rights in a landscape of legislation, regulations, curriculum frameworks, accreditation, teacher standards and policies Chapter 12: When dialogue transforms a system: Dynamic democratic systems that listen Editorial provocations: Engaging readers and extending thinking Coda: Thinking forward
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