By exploring the key issues, arguments and messages that exist in the field this book provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. The text highlights how important it is to engage with and listen to children, to provide positive learning encounters.
Divided into four parts, the book covers:
– children′s learning cultures
– culture of pedagogy
– cultural perspectives on curriculum
– cultures of professional development
Chapters cover key topics such as:
– multi-sensory learning
– outdoor learning
– children′s voice
– children as mentors
– literacy and mathematics
With expert contributors drawn from across the world, this book is vital reading for all those studying comparative education on early years courses.
Theodora Papatheodorou, Ph D, is an early years educator and researcher.
Janet Moyles is Professor Emeritus at the Faculty of Education, Anglia Ruskin University and an early years consultant.
Cuprins
Introduction – Theodora Papatheodorou and Janet Moyles
PART ONE: CHILDREN′S LEARNING CULTURES
Introduction – Janet Moyles and Theodora Papatheodorou
Seeing the Wood for the Trees: Adults′ Roles in Supporting Sensory Play – Sue Gascoyne
Valuing Outdoor Spaces: Different Models of Outdoor Learning in the Early Years – Sara Knight
The Power of Graphicacy for the Young Child – Maulfry Worthington
Young Children′s Perceptions of their Classroom Environment: Perspectives From England and India – Mallika Kanyal and Linda Cooper
PART TWO: CULTURES OF PEDAGOGY
Introduction – Janet Moyles and Theodora Papatheodorou
Constructing an Inclusive Culture in Kindergartens – Eva Maagerø and Birte Simonsen
Pedagogic Activities for Early Education in a Child-to-Child Programme in South Africa – Mary James and Hasina Ebrahim
Transition to Preschool Education in Greece: Attitudes of Parents and Educators – Anastasia Papaprokopiou and Athina Kammenou
PART THREE: CULTURAL PERSPECTIVES ON CURRICULA
Introduction – Janet Moyles and Theodora Papatheodorou
Teaching Linear Measurement in the Israeli Kindergarten Curriculum – Ronit Alin
How Children′s Books Create a Scaffold to Understanding Diversity – Patricia H. Kostell
Challenging assessment – Paulette Luff
PART FOUR: CULTURES OF PROFESSIONAL DEVELOPMENT
Introduction – Janet Moyles and Theodorou Papatheodorou
Colliding Discourses: Negotiating Spaces to Enact Pedagogy as an Ethical Encounter – Anne Hunt and Pam Nason
The individual as inspiration: A Model for Early Years Teacher Transformation – Jill Sachs
International Student Experiences: Influences on Early Childhood Practice – Carolyn Silberfeld
Transformation of Early Years Provision Using Discourses for Professional Development for Practitioners – Christine Such, Julia Druce and Hazel Jennings
From Parent to Practitioner: Alternative Pathways to Professionalism – Hazel R. Wright
Endpiece: Where Are We Now and Where Should We Be Going? – Lilian G. Katz
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