This text offers students rich local cultural examples of Early Childhood Education from around the world. Informed by first-hand research and practice, the book provides authentic snapshots of ECE from countries, including Afghanistan, Australia, Ghana, Nigeria, Brazil, Eswatini, Mongolia, Nepal, Sami children of Finland, and Syrian refugee children, enabling readers to better understand the wider determinants influencing the multiplicity and diversity of children’s daily experiences. With expert contributors drawn from across the world, this book is essential reading for those interested in global perspectives on early childhood.
Dr Naomi Mc Leod is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.
Dr Emem E.Okon develops professional development programmes for educational practitioners in Nigeria.
Diane Garrison is an anti-racist, educator, leader and community mentor.
Dr Diane Boyd is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.
Dr Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University.
Tabela de Conteúdo
Part 1: Early Childhood Education in a Range of Countries
Chapter 1: Early Childhood Education in Afghanistan – Rachel Maranto
Chapter 2: Kids on Country: An Indigenous Programme in Australia – Catrina Luz Aniere, Sandra Wooltorton and Diane Boyd
Chapter 3: Early Childhood Education for Indigenous Children in Brazil – Naiara Unzurrunzaga Martínez and Lidia Cerqueira
Chapter 4: Early Childhood Development and Education in The Kingdom of Eswatini – Cristian Fabbi, Tarja Karlsson Häikiö and Emem E. Okon
Chapter 5: Early Childhood Education in Ghana – Naomi Mc Leod, Diane Garrison, Monika Quarcoo and Dominika Zbyl
Chapter 6: Early Childhood Education for Nomadic Children in Mongolia – Julia Morgan and Tumendelger Sengedorj
Chapter 7: Early Childhood Education and Development in Nepal – Kishore Shrestha, Babu Kaji and Angela Daly
Chapter 8: Early Childhood Education in Nigeria – Emem E. Okon
Chapter 9: Early Childhood Education for Indigenous Sámi Children of Finland – Tarja Karlsson Häikiö, Pigga Keskitalo and Liisa Lohilahti
Chapter 10: Early Childhood Education and Care for Syrian Refugee Children in Lebanon, Jordan and Turkey – Julia Morgan
Part 2: Pedagogical Themes
Chapter 11: Democratic Learning: Participation and Children’s Rights
Chapter 12: Playful Learning
Chapter 13: Identity and a Sense of Belonging
Chapter 14: Outdoor Learning Environments
Chapter 15: Learning at Home and in the Community
Chapter 16: School Readiness and Formal Learning
Chapter 17: Culturally Respectful Professional Development
Sobre o autor
Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University. Angela has extensive international experience (UK, Ireland, Bangladesh, Tanzania, India, Nepal and The Gambia) in educational research, international development and in the voluntary and public sectors. Her recent collaborative research with Global Action Nepal explores family migration, child labour and impacts on children’s education. She has a strong commitment to equality and social justice evidenced through her education and research practice in the areas of education and equality, global learning, science learning, public engagement, health inequalities and community development.
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