Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such ...as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical ...content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
La propuesta de este escrito es reflexionar acerca de las posturas asumidas acerca del juego en el “Simposio Internacional de Educación Inicial: Desafíos Pedagógicos para los próximos años”, ...organizada en 2016 por el Ministerio de Educación y Deportes de la República Argentina, junto a la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), a propósito de la discusión acerca de la obligatoriedad de la sala de tres años en Argentina. Este evento puso en el centro de la escena a las experiencias de juego colectivas en la educación infantil, experiencias que en tiempos de virtualidad reivindican la dimensión corporal y la construcción de su disponibilidad para moverse y encontrarse con otros. A partir de la pregunta que interpela la relación aparentemente indisoluble entre juego y educación infantil, la intención es reflexionar acerca de la frivolidad productiva y el desorden ordenado (Kishimoto, 1998; Brougere, 1998), es decir, la ausencia de consecuencias de las decisiones tomadas en el marco de lo permitido por las reglas de juego, dos características que la educación (desde Froebel a la actualidad) ha realzado para incluirlo en las propuestas de escolaridad. Desenredando la necesidad de pensar el juego en la educación desde y para el bienestar infantil, en este proceso de ensayar consideraciones teóricas, se propone poner el acento en la contracara de las particularidades mencionadas, es decir, en la intensidad, para promover en la educación infantil prácticas lúdicas inclusivas, sanas y contingentes.
Abstract. The proposal is to analyze the theoretical and practical positions assumed about games in the “International Symposium of Initial Education: Pedagogical Challenges for the coming years”, organized in 2016 by the Ministry of Education and Sports of the Argentine Republic, together with the Organization of Ibero-American States for Education, Science and Culture (OEI), regarding the discussion about the mandatory nature of the three-year ward in Argentina. This event put at the center of the scene collective play experiences in early childhood education, experiences that in times of virtuality vindicate the bodily dimension and the construction of their availability to move and meet others.Starting from the idea that questions the (apparently) indissoluble relationship between play and early childhood education, the intention is to reflect on productive frivolity and disorder ordered (Kishimoto, 1998; Brougere, 1998), that is, the absence of consequences of the decisions made within the framework of what is allowed by the rules of the game, two characteristics that education (from Froebel to the present) has enhanced to include it in school proposals. Unraveling the need to think about play in education from and for child welfare, this essay proposes to emphasize the other side of the particularities mentioned, that is, intensity, to promote inclusive playful practices in early childhood education, healthy and contingent.
Este estudio describe y analiza el lugar que el cuerpo, el movimiento y la Educación Física (EF) ocupan en las prescripciones curriculares de Educación Infantil (EI) en la ciudad de Vitória, ...centrándose en sus interfaces con las discusiones académicas que se debaten actualmente. Metodológicamente, es una investigación documental y tiene como fuente los documentos: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). Los resultados encontrados permiten afirmar que las perspectivas de trabajo con el cuerpo y el movimiento de los niños y las niñas representan un avance en el debate sobre el papel de la EF en la EI. Considerando que, además de reconocer el lenguaje corporal como uno de los lenguajes imprescindibles para trabajar con niños y niñas, se alinean con las concepciones actuales de educación infantil y primera infancia. Además se constituyen en propuestas elaboradas junto a los docentes de Educación Infantil.
Abstract: This study describes and analyzes the place that body, movement and physical education occupy in the curriculum prescriptions for Early Childhood Education in the city of Vitória, focusing their interfaces with the discussions that take place in the academic level of the debate. Methodologically, it carries out a documentary research and has as source the documents: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). The results found allow us to state that the perspectives of working with the children's body and movement in the analyzed documents represent an advance in the debate on the role of Physical Education in Early Childhood Education. Considering that, in addition to recognizing body language as one of the essential languages for working with children, and aligning the current conceptions of childhood and early childhood education, they constitute proposals elaborated in co-authorship with the teachers of the Child education.
Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood.
This book examines critical issues in early childhood education across a broad range of contexts. The issues explored are not only critical in terms of being fundamental to early childhood education ...but they are also critical in that they present ideas and utilize frameworks which are not traditional to the field. The topics under review include questioning the developmental basis of early childhood education and the notion of what constitutes child centered curriculum, and extends into a discussion of the complex nature of teacher's work in early childhood contexts which require new ways of reconceptualising the field and the role of the teacher in the lives of children. The chapters in the book explore contemporary issues using methodologies that are increasingly being favored by teacher educators, parents and community members who find that developmental perspectives do not satisfactorily explain and assist us in our interactions with young children and their families in the 21st century. The table of contents begins with a dedication, a list of contributors, a list of figures, and a list of tables. Chapter 1, Against the Tide: New Way in Early Childhood Education (Nicola Yelland and Anna Kilderr) follows. The chapters are then divided into 3 parts. Part I, Contemporary Views of Early Childhood Education and Teaching, contains the following chapters: (2) If "Western" Child Development Is a Problem, then What Do We Do? (Gaile S. Cannella); (3) Developmental Theory and Early Childhood Education: Necessary But Not Sufficient (Daniel J. Walsh); (4) How "Bad" Can It Be? Troubling Gender, Sexuality and Early Childhood Teaching (Mindy Blaise and Yarrow Andrew); (5) Preschool Children's Portrayals of Their Male Teacher: A Poststructural Analysis (Jennifer Sumsion); and (6) Who Can Speak? Silence, Voice, and Pedagogy (Jonathan Silin). Part II, Rethinking Early Childhood Practices, continues with the following chapters: (7) Freedom to Choose: Examining Children's Experience in Choice Time (Sharon Ryan); (8) Learning to Be a Child: Cultural Diversity and Early Years Ideology (Liz Brooker); (9) Questioning Diversity (Jeanette Rhedding-Jones); (10) Secret Children's Business: Resisting and Redefining Access to Learning in the Early Childhood Classroom (Sheralyn Campbell); and (11) "Civilization and Replicas": Disrupting Multicultural Pretend Play Props (Richard Johnson). Part III, The Emergence of New Technologies and Literacies, presents the following chapters: (12) Digikids: Young Children, Popular Culture and Media (Jackie Marsh); (13) Literarily Lost: The Quest for Meaningful Literacy Agendas in Early Childhood Education (Leonie Rowan and Eileen Honan); (14) Curriculum, Pedagogies and Practice with ICT in the Information Age (Nicola Yelland); and (15) Postmodernism, Passion and Potential for Future Childhoods (Nicola Yelland and Anna Kilderry). An index is also included.
Chapter one provides a rationale for the importance of parental involvement and acknowledges the gap between the rhetoric on parental involvement and the reality of its typical practice in schools. ...... Chapter two presents an explanatory model for understanding the various barriers to parental involvement that contribute to the gap between the rhetoric about it and the reality of its practice in schools. Factors related to children, parents and families, parent-teacher relationships, and societal issues are discussed. Chapter three outlines various approaches to working with parents and presents a model to guide the practice of parental involvement that addresses parents' needs and also their potential contributions. The model is also used to generate a checklist of questions that schools can employ to evaluate their practice of parental involvement to identify strengths and areas that need further development. Chapter four presents the findings of surveys of the practice of parent involvement in elementary schools in New Zealand, England, and Barbados. It highlights the wide diversity in the practice of parental involvement in the schools and identifies common weaknesses in provision for parental involvement in elementary schools. Chapter five presents the findings of surveys of the practice of parent involvement in middle and secondary schools in New Zealand, England, and Barbados. ... Chapter six discusses the strategies for communication with parents that were found useful in schools surveyed about their practice of parental involvement, as reported in Chaps. 4 and 5. ... Chapter seven outlines the interpersonal skills needed to work effectively with parents, including listening, assertion, and counseling skills, as well as the group leadership skills needed to work with groups of parents. Chapter eight emphasizes the role that psychologists, and other professionals who work with parents, can play in initiatives to improve parental involvement in the education of their children. (DIPF/Orig.).
High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size ES = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
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