Early Childhood Services

Erscheinungsjahr 1999
ISBN: 978-0-335-23253-6
Verlag: Open University Press

Buch, Englisch

This book explores the relationships between theory, policy and practice in early childhood services. Although primarily focused on the UK, it draws on contributions from Europe and further afield to explore the strengths and limitations of present practices and suggests ways in which new initiatives might be developed.The book considers six interlinked themes: - How do young children learn? What assumptions are made about children as learners? - What should young children be learning? What is an appropriate approach to curriculum for young children? - Where should young children learn? What arrangements are made for them? What kinds of spaces do children inhabit? - Who should help them learn? What role do adults take in supporting children's learning? - Children as participants and knowledgeable persons. What contribution can children themselves make to the plans that are made for them? - Developing practice - how does practice, particularly embedded practice, change or develop?The book will be important reading for students undertaking courses in early childhood studies, early years education, social policy and child welfare as well as academics, researchers and policymakers in these fields.

Autoren/Hrsg.

Penn, Helen

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik Soziale Arbeit/Sozialpädagogik: Familie, Kinder, Jugendliche
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Introduction: Early childhood services: theory, policy and practice
Part one: How do children learn: early childhood services in a global context
Towards a global paradigm for research into early childhood
Two sides of an eagles feather
University of Victoria partnerships with Canadian first nations communities
Part two: What should children learn: approaches to the curriculum
Te Whariki
curriculum voices
The future of infant education
Part three: Where should children learn: space and segregation
The Frankfurt kindergartens
Part four: Who should help children learn: a natural or an unnatural profession
The parameters of training
Is working with young children a good job?
Part five: Children as participants
Discipline and normalization in the nursery
the Foucaultian gaze
What is the use of children's play
preparation or social participation?
The rights of young children
Part six: Research and practice
Everything is a beginning and everything is dangerous
some reflections on the Reggio Emilia experience
Research and practice
is there a dialogue?
Index.

Über Autor(innen)

Helen Penn is a policy-maker turned researcher and her work crosses the boundaries between the two. She is a consultant to a number of local authorities, national and international voluntary organizations, and works overseas as well as in the UK. She is also an academic researcher in the field of early childhood.