Seeing young children as competent and capable social actors, Theory and Practice of Voice in Early Childhood looks at how we can better understand young childrenâ s perspectives.
Seeing young children as competent and capable social actors, Theory and Practice of Voice in Early Childhood looks at how we can better understand young childrenâ s perspectives.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Lorna Arnott is Senior Lecturer in the School of Education at the University of Strathclyde, UK. Kate Wall is Professor of Education at the University of Strathclyde, UK.
Inhaltsangabe
Prologue: The Look Who's Talking Project: Principles and Practices for Eliciting Voice Section 1 Voice and Democracy 1. Theorising Voice and Democracy 2. Under Threes as Active Meaning Makers in England 3. Map-do-review: Children as Leaders and Planners in Scotland 4. Babies' Voices as Multimodal Expressions in England 5. Children as Informed Architects of their Own Learning Spaces in Scotland Section 2 Culture of Voice and Listening 6. Theorising Power and Listening: The Route to a Culture of Voice 7. Children's Views about their Nursery Experiences in Jordan 8. Adapting the Families Connect Programme for Three-Year-Olds: A Case Study 9. Visual Methods for Encouraging Adult-Child Dialogue in Scotland 10. Learning and Sharing the Language of the Child in Scotland Section 3 Spaces, Places, Skills and Tools for Voice 11. Theorising Spaces, Places, Skills and Tools for Voice Work in Early Childhood 12. Photography as Expressive Voice in New Zealand 13. Pedagogical Documentation Tools as a Culture of Children's Voice in Turkish Early Years Settings 14. Children's Involvement in Auditing the Learning Environment in Scotland 15. Marvellous Mealtimes at Bowhouse Early Learning and Childcare Centre in Scotland Section 4 Enabling and Building Capacity for Voice 16. Theorising Enabling and Building Capacity for Voice 17. Going on Trips: Creating Opportunities for Children to be Heard in Norway 18. Advocating for Play-Inspired Methods for Voice in Qatar 19. Progressing Children's Voices in Rural Armenia 20. Towards a Baby Signing Approach (BSA) to Voice in England Section 5 Conclusions and Useful Resources 21. Concluding Thoughts on Eliciting Voice from Birth to Seven
Prologue: The Look Who's Talking Project: Principles and Practices for Eliciting Voice Section 1 Voice and Democracy 1. Theorising Voice and Democracy 2. Under Threes as Active Meaning Makers in England 3. Map-do-review: Children as Leaders and Planners in Scotland 4. Babies' Voices as Multimodal Expressions in England 5. Children as Informed Architects of their Own Learning Spaces in Scotland Section 2 Culture of Voice and Listening 6. Theorising Power and Listening: The Route to a Culture of Voice 7. Children's Views about their Nursery Experiences in Jordan 8. Adapting the Families Connect Programme for Three-Year-Olds: A Case Study 9. Visual Methods for Encouraging Adult-Child Dialogue in Scotland 10. Learning and Sharing the Language of the Child in Scotland Section 3 Spaces, Places, Skills and Tools for Voice 11. Theorising Spaces, Places, Skills and Tools for Voice Work in Early Childhood 12. Photography as Expressive Voice in New Zealand 13. Pedagogical Documentation Tools as a Culture of Children's Voice in Turkish Early Years Settings 14. Children's Involvement in Auditing the Learning Environment in Scotland 15. Marvellous Mealtimes at Bowhouse Early Learning and Childcare Centre in Scotland Section 4 Enabling and Building Capacity for Voice 16. Theorising Enabling and Building Capacity for Voice 17. Going on Trips: Creating Opportunities for Children to be Heard in Norway 18. Advocating for Play-Inspired Methods for Voice in Qatar 19. Progressing Children's Voices in Rural Armenia 20. Towards a Baby Signing Approach (BSA) to Voice in England Section 5 Conclusions and Useful Resources 21. Concluding Thoughts on Eliciting Voice from Birth to Seven
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