Early Childhood Care and Education: International Perspectives

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EDEC 622 - Seminar in Early Childhood Care and Education: International Perspectives

Log In Sign Up. Papers People. Saavedra, C. B Swadener Eds. Educating for Social Justice in Early Childhood. London: Routledge.


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Save to Library. Contesting early childhood professional identities: A cross-national discussion. In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark.

The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Colette murray. Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators.

Specifically, respondents drawn from five regions representing urban, rural and differing socioeconomic levels, Specifically, respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a item psy-chometrically sound survey.

International perspectives on early childhood education and care in SearchWorks catalog

Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed. Langdon, F. Teaching and Teacher Education. Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States.

Smith, K. Global Studies of Childhoods, 6 1 , — Current frameworks, standards and assessment tools govern and control how early childhood educators see and assess children and in turn develop and implement pedagogy. Issues of gender, class and ethnicity are invisible with the assumption that all children who are offered high-quality early childhood programmes have equal opportunities to be productive and therefore successful citizens. Success can be understood through universal outcomes for children and markers of what quality teaching looks like for educators. This epistemological shutter renders race-, class-and gender-based privilege as invisible or non-existent.

In doing so, dominant White Western understandings of the world drive what and who is marked as 'success ful ', while non-Western knowledge continues to be seen as primitive, insignificant and in need of intervention. Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Arndt, S. Journal of Pedagogy, 6 2 , 71— We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes.

The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and 'what works' in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children's learning.

Power and partnership: Making-up early childhood knowledges. Farquhar, S. Knowledge Cultures, 3 5 , 74— Talk about knowledge economies is often the source of great tension for the early childhood Talk about knowledge economies is often the source of great tension for the early childhood teaching profession because of its capacity to polarize views on the kind of role economics should play in the lives of young children.

In this article our interest is to show both the pedagogical impact of dominant and narrowing knowledge economy thinking, and also the creative reconceptualization of the idea of an economy to promote a culture of knowledge sharing. The article purposefully employs the idea of the knowledge economy to explore the intimate interactions that occur between early childhood centers and faculties. We are concerned with the ways that a dynamic sum of teacher knowledge forms an economy, and the peda-gogical implications of this economy for the teaching and learning environment.

We are interested in inclusive and participatory models of early education, focusing on the richness of sharing knowledge to enhance teaching practice between participants in early childhood communities. Furthermore, we are interested in the nature of knowledge communities in contemporary " 21 st-century " teaching and learning.


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Children are equipped by nature to 'learn' the real WORLD, but 'modernity' in general and education in particular trains them to learn the WORD-the description of the world! The 'real' world is alive, present, experiential, and dynamic The 'real' world is alive, present, experiential, and dynamic. Through playful imitation children learn life. Modernity has fragmented the integral nature of life into several types of categories and packed them into neat compartments. Learning, working and playing are one such compartment and so is play and toy. Children are born holistic and the world around them is integrated.

But our artificial categories fragment their integral experience. Childhood is the time when simultaneously several abilities, qualities and knowledge is developed. The knowledge of where they belong, what is to be done there, how etc is learned, along with developing the tools, qualities and abilities for learning?


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Language also is learned during this time. They learn to name the world, understand the connections and also learn to communicate their understandings of the world. Playfulness is the nature of the child and whatever they do becomes play and learning happens in the process. The child sitting on soft sofa would naturally bounce feeling the bounciness of sofa. This act is play and learning at the same time. The sofa becomes their 'toy' in this act.

The notion of toy as a miniaturized product is a modern invention supported by commercial interest as well as genuine misunderstanding. Toy is the material aspect of their play and often the body itself is used as the 'toy' especially when they imitate the object itself. Imitating vehicles is a good example. Children play to re experience or re enact their real experience they are having of the world. Inevitably, however, we see the kind of invidious comparisons that unexpectedly appear when we weigh the relative progress of different nations. One such example shows when the authors write, "with regard to supply, quality and affordability of ECCE Nor are the authors averse to providing their own pejorative assessments of some government efforts.

For instance, the assessment of Indian ECCE includes the observation that Indians fail "to recognize the crucial role of early childhood care and education for positive child outcomes such as learning, school readiness, nutrition, and health" p. The clear, though unstressed, consequences of such implied neglect cry out for renewed effort to provide for the disadvantaged, here in the States and globally.

Status of Qualitative Research in Early Childhood Education and Development (Eced)

Although the list of countryspecific essays is useful, there are some notable exceptions. An unknown error has occurred.

Please click the button below to reload the page. If the problem persists, please try again in a little while. Read preview. Read preview Overview. Janice Family Relations, Vol. Leider, Julien Schermbeck, Rebecca M. Childhood Obesity, Vol.