| Description |
1 online resource (227 pages) |
| Series |
Thinking about Pedagogy in Early Childhood Education Ser |
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Thinking about Pedagogy in Early Childhood Education Ser
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| Contents |
<I><P>About the Editors and Contributors</P><P></P></I><P>Preface: Learning through many voices, Michael Reed and Alma Fleet</P><P></P><P>Introduction: Wondering and Wandering, Alan Pence and Janet Harvell</P><P></P><B><P>Section 1: Being Alongside Children</P></B><P></P><P>Chapter 1: Precocious children: Cultural priming by parents and others, Robert LeVine and Sarah LeVine</P><P></P><P>Chapter 2: Jenaplan and pedagogical tact: an alternative approach to engaging children, Jeannette Broer</P><P></P><P>Chapter 3: 'A <EM>rising</EM> tide <EM>lifts all boats'</EM> -- A reflection on inclusive practice when working alongside visually impaired children, Leighton Reed.</P><P></P><P>Editorial provocations: Engaging readers and extending thinking, Janet Harvell and Alan Pence</P><P></P><B><P>Section 2: Those Who Educate</P></B><P></P><P>Chapter 4: Te Wai a Rona: The well-spring that never dries up: Whānau pedagogies and curriculum, Mere Skerrett and Jenny Ritchie </P><P></P><P>Chapter 5: It's a new dawn, it's a new day ... developing an Early Years workforce for a 21<SUP>st</SUP> century China, Janet Harvell and Lixin Ren.</P><P></P><P>Chapter 6: 'We're still being dragged to be white': Learning from Yolŋu 'growing up' their children in two worlds, Lyn Fasoli, <U>L</U>äwurrpa Maypilama, Anne Lowell, Yalŋarra Guyula, Rosemary Gundjarranbuy, Megan Yunupiŋu & Rebekah Farmer</P><P></P><P>Editorial provocations: Engaging readers and extending thinking, Alan Pence and Janet Harvell</P><B><P></P><P>Section 3: Embedding Families and Communities </P></B><P></P><P>Chapter 7: Indigenous Children in the Context of Family and Nationhood, Margo Greenwood, Roseann Larstone and Nicole Lyndsay.</P><P></P><P>Chapter 8: Cultural practices in child rearing in Tanzania and their potential in supporting responsive caregiving to young children, Josephine Pascal Ferla.</P><P></P><P>Chapter 9: The impact of policy, culture and family on early education provision in Sri Lanka: challenges and opportunities, Shanthi Wijesinghe.</P><P></P><P>Editorial provocations: Engaging readers and extending thinking, Janet Harvell and Alan Pence</P><P></P><B><P>Section 4:</B> <B>Working with Systems<I> </P><P></P></B></I><P>Chapter 10: Systemic challenges for integration of ECDCE programmes with African cultures of early childhood socialization, Robert Serpell and Reuben Mashebe Mukela.</P><P></P><P>Chapter 11: Viewing the child holistically: The Experience of the National Policy for Early Childhood Development in Colombia, Constanza Liliana Alarcon Parraga, Adrianna Castro and Andrés Motta.</P><P></P><P>Chapter 12: Working from within to help educational systems evolve: An experience with Indigenous Education in Mexico, Robert G. Myers and Jose Francisco Martinez.</P><P></P><P>Editorial provocations: Engaging readers and extending thinking, Alan Pence and Janet Harvell.</P><P></P><P>Coda: Thinking Forward -- Diversity and Context, Michael Reed and Alma Fleet</P><P></P><P></P> |
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Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of tables; List of figures; About the editors and contributors; Series Editors; Volume Editors; Contributors; Preface: Learning through many voices; Series Editors' acknowledgments; Introduction: Wondering and wandering; SECTION 1: Being alongside children; Editorial provocations; Chapter 1: Precocious children: Cultural priming by parents and others; Self-reliance: Americans, Germans and Matsigenkans; Precocious American talkers; Japan: Empathy; What makes children precocious? |
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Implications for early childhood educationReferences; Chapter 2: Jenaplan and pedagogical tact: An alternative approach to engaging children; Context; Peter Petersen and Jenaplan; Jenaplan in the Netherlands; Theory in practice: a personal perspective; References; Chapter 3: "A rising tide lifts all boats": A reflection on inclusive practice when working alongside visually impaired children; Context; Policy and practice; Pedagogical inclusiveness; Conclusion; References; SECTION 2: Those who educate; Editorial provocations |
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Chapter 4:Te Wai a Rona: The well-spring that never dries up -- Whānau pedagogies and curriculumCompeting knowledge systems and ways of being; Embodied (land and language) Māori knowledge systems as whānau pedagogies; Te Whāriki: A site of resistance?; Collective practice; New Zealand's constitutional foundations; Concluding thoughts; Notes; References; Chapter 5: It's a new dawn, it's a new day: Developing an early years workforce for a 21st century China; Setting the context; The professionalization of China's early years teachers; Qualification routes; Different pedagogical approaches |
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Family and cultural expectationsThe legacy of the "one-child" policy; Concluding remarks; References; Chapter 6: "We're still being dragged to be white": Learning from Yolŋu "growing up" their children in two worlds; Aboriginal early childhood education and care (ECEC) in the Northern Territory (NT); Researching Aboriginal early childhooddevelopment and care; Yolŋu child development priorities; Closing the non-Indigenous knowledge gap; References; SECTION 3: Embedding families and communities; Editorial provocations; Chapter 7: Indigenous children in the context of family and nationhood |
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In the context of family: Relational care of childrenFormalized early childhood programs and services for Indigenous children: 1995-2018; A time of families, self-determination and pathways forward; Note; References; Chapter 8: Cultural practices in child-rearing in Tanzania and their potential in supporting responsive caregiving to young children; Country context; Working with families; Western ECD approaches used within a Tanzanian context?; Childcare -- "It takes a village to raise a child" (African proverb) |
| Summary |
Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one's own practices, policies and beliefs. Pedagogies for Diverse Contexts draws on the knowledge and professional experiences of actors from a wide range of countries and cultures. For some, early childhood's dominant narratives have been influential, while others push back against universalistic orientations and the power of a neoliberal hegemonic agenda. Written to provoke, to stimulate and to extend thinking, these chapters provide insights and examples relevant not only for front-line practice and programme development, but for education, assessment, research and policy development. The twelve chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Considering varied international practices, this key text will enhance understanding, support self-directed learning, and provoke thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care |
| Notes |
Children's play: the role of traditional games and their value in promoting children's development |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Early childhood education -- Cross-cultural studies
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Child development -- Cross-cultural studies.
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communities.
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diversity.
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early childhood.
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early years.
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families.
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fleet.
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harvell.
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pedagogy.
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pence.
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Child development
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Early childhood education
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| Genre/Form |
Cross-cultural studies
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| Form |
Electronic book
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| Author |
Harvell, Janet
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| ISBN |
9781351163910 |
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1351163914 |
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9781351163903 |
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1351163906 |
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9781351163897 |
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1351163892 |
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9781351163927 |
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1351163922 |
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