Making Sense of Theory & Practice in Early Childhood

Erscheinungsjahr 2011
ISBN: 978-0-335-24248-1
Verlag: Open University Press

Buch, Englisch

This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating.

Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes.

The book is divided into two parts; part one looks at 'Community, interaction and identity' and addresses several different aspects of social constructivist theory. Each author explores, less familiar, but increasingly influential ideas emanating from Vygotskian theory.

Part two explores 'Structure, power and knowledge' which includes a wider range of theoretical perspectives, that tell a more 'critical' story about how the way society is structured, influences power, institutions and individuals. These theories help the authors to describe how working practices serve some groups and disadvantage others.

Each chapter includes:

- Theoretical concepts, which are related to practice and/or research

- Case studies

- Examples from research practice enabling readers to explore the practical application of the 'big ideas'

- Further reading appropriate to the theoretical construct

This book is essential reading for undergraduate students and trainee teachers.Contributors: Tony Bertram, Angeliki Bitou, Liz Brooker, Sue Fawson, Rohan Jowallah, Maggie Leese, Martin Needham, Jane O’Connor, Chris Pascal, Lynn Richards, Faye Stanley, Jo Winwood, Gill Woods, Jenny Worsley - all at University of Wolverhampton except Liz Brooker, who is at the Institute of Education in London.

Autoren/Hrsg.

Waller, Tim

Whitmarsh, Judy

Clarke, Karen

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Foreword

Introduction

Part One: Community, interaction and identity

Vygotsky - From public to private: Learning from personal speech

Bruner: the power of story and identity

Howard Gardner's Multiple Intelligences: every child a learner

Using activity theory to examine the factors shaping the learning partnerships in a parent and child 'stay and play' session

Developing Communities of Practice: placing professional individual identity in group interactions

Developing learning dispositions for life

Part Two: Structure, power and knowledge

The Sociology of Childhood: children's agency and participation in telling their own stories

Applying Bourdieu's concepts of social and cultural capital and habitus to early years research

Freire Revisited: Critical Literacy - whose story is it anyway?

Foucault: Implications for multiagency working in the changing landscape of children's services

Feminism, the ethic of care and professional roles within care settings

Über Autor(innen)

Dr Tim Waller is Reader in Early Years Education at the University of Wolverhampton, UK and is leader of the Childhood Research cluster.

Dr Judy Whitmarsh is Honorary Research Fellow at the Centre for the Development of Applied Research in Education, University of Wolverhampton, UK.

Karen Clarke is Associate Dean for Teaching and Learning in the School of Education at the University of Wolverhampton, UK.