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Listening to Children

Listening to Children Author Bronwyn Davies
ISBN-10 9781317672265
Release 2014-06-05
Pages 104
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Through a series of exquisite encounters with children, and through a lucid opening up of new aspects of poststructuralist theorizing, Bronwyn Davies opens up new ways of thinking about, and intra-acting with, children. This book carefully guides the reader through a wave of thought that turns the known into the unknown, and then slowly, carefully, makes new forms of thought comprehensible, opening, through all the senses, a deep understanding of our embeddedness in encounters with each other and with the material world. This book takes us into Reggio-Emilia-inspired Swedish preschools in Sweden, into the author’s own community in Australia, into poignant memories of childhood, and offers the reader insights into: new ways of thinking about children and their communities; the act of listening as emergent and alive; ourselves as mobile and multiple subjects; the importance of remaining open to the not-yet-known. Defining research as diffractive, and as experimental, Davies’ relationship to the teachers and pedagogues she worked with is one of co-experimentation. Her relationship with the children is one in which she explores the ways in which her own new thinking and being might emerge, even as old ways of thinking and being assert themselves and interfere with the unfolding of the new. She draws us into her ongoing experimentation, asking that we think hard, all the while delighting our senses with the poetry of her writing, and the stories of her encounters with children.



Young Children Becoming Curriculum

Young Children Becoming Curriculum Author Marg Sellers
ISBN-10 9781136280023
Release 2013-07-31
Pages 224
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This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum. By presenting an innovative research project, in which she worked with children to share their understandings of the internationally renowned Te Whāriki curriculum, Marg Sellers explores what the curriculum means to children and how it works, as demonstrated in games they played. In generating different ways for thinking, the author draws upon her work with the philosophical imaginaries of Gilles Deleuze and Felix Guattari, whose ideas shape both the content and the non-linear structure of this book. Topics covered include: Rhizomes, rhizo-methodology and rhizoanalysis; Plateaus; De~territorialising lines of flight; Dynamic spaces; The notion of empowerment. This assemblage of Deleuzo-Guattarian imaginaries generates ways for thinking differently about children’s complex interrelationships with curriculum, and opens possibilities for re(con)ceiving – both reconceiving and receiving – children’s understandings within adult conceptions of how curriculum works for young children. This book will be of interest to early childhood students, scholars and practitioners alike, also appealing to those interested in philosophical, theoretical and practical understandings of curriculum in general.



In Dialogue with Reggio Emilia

In Dialogue with Reggio Emilia Author Carlina Rinaldi
ISBN-10 9780415345040
Release 2006
Pages 226
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The early childhood programme of Reggio Emilia in Italy is acclaimed as one of the best education systems in the world and this book offers the unique insight of Carlina Rinaldi, the former director of the municipal early childhood centres in Reggio Emilia and successor to Loris Malaguzzi, one of the twentieth century's leading pedagogical thinkers. Rinaldi has an enviable international reputation for her contribution to the Reggio approach and has given talks on the topic around the world. A collection of Rinaldi's most important works, this book is organized thematically with a full introduction contextualising each piece. It closes with an interview by series editors Peter Moss and Gunilla Dahlberg, looking at Rinaldi's current work and reflections on Reggio's past, present and future. Much of this material is previously unpublished and focuses on a number of questions: What were the ideas and legacy of Loris Malaguzzi? What is unique about Reggio Emilia? What are the issues in education today and what does it mean to be a teacher? How can educators most effectively make use of creativity?



Going Beyond the Theory Practice Divide in Early Childhood Education

Going Beyond the Theory Practice Divide in Early Childhood Education Author Hillevi Lenz Taguchi
ISBN-10 9781135217853
Release 2009-09-10
Pages 224
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Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Félix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy. 'Methodological' strategies for learning with children in preschools, and in teacher education, are brought to the fore. For example: the neighbourhood around the preschool and children's homes is explored, using drawing and construction-work on the floor; mathematics is investigated in teacher education, using the body, dance and music to investigate mathematical relationships and problems; taken-for-granted forms of academic writing are challenged by different forms of praxis- and experience-based writings that transgress the theory/practice divide; children, students and teacher educators use pedagogical documentation to understand their own learning, and to critique dominant habits of thinking and doing. Challenging the dominant understanding of ‘inclusion’ in educational contexts, and making ‘difference’ actively visible and positive, this book is rooted in the experiences, practices and words of teachers, teacher educators and student teachers. It will appeal to all those involved in early childhood education and also to those interested in challenging educational thinking and practices.



Early Childhood and Compulsory Education

Early Childhood and Compulsory Education Author Peter Moss
ISBN-10 9780415687737
Release 2013
Pages 226
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What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together? The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst it's widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the 'readying for school' relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place. In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures - from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States -who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education, both their current understandings and suggestions on future directions. Students, researchers and academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector.



Movement and Experimentation in Young Children s Learning

Movement and Experimentation in Young Children s Learning Author Liselott Mariett Olsson
ISBN-10 9781134032440
Release 2009-02-27
Pages 264
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In contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies.



Transformative Change and Real Utopias in Early Childhood Education

Transformative Change and Real Utopias in Early Childhood Education Author Peter Moss
ISBN-10 9781317700869
Release 2014-04-24
Pages 238
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Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - ‘the story of quality and high returns’ and ‘the story of markets’, stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice. But there are alternative stories and this book tells one: a ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.



The Early Years Teacher s Book

The Early Years Teacher s Book Author Leonie Abrahamson
ISBN-10 9781526450791
Release 2018-03-31
Pages 448
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This is a clear, comprehensive, systematic and practical guide to achieving Early Years Teacher Status and meeting the EYT Standards and requirements.



The Posthuman Child

The Posthuman Child Author Karin Murris
ISBN-10 9781317511687
Release 2016-03-17
Pages 300
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The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children.



Doing Action Research In Early Childhood Studies A Step By Step Guide

Doing Action Research In Early Childhood Studies  A Step By Step Guide Author Mac Naughton, Glenda
ISBN-10 9780335228621
Release 2008-09-01
Pages 250
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Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.



Art and Creativity in Reggio Emilia

Art and Creativity in Reggio Emilia Author Vea Vecchi
ISBN-10 9781136992216
Release 2010-04-05
Pages 224
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This book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970. Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide. Vea’s writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include: • processes of learning and knowledge construction • the theory of the hundred languages of childhood and the role of poetic languages • the importance of organisation, ways of working and tools, in particular pedagogical documentation • the vital contribution of the physical environment • the relationship between the atelier, the atelierista, the school and its teachers This enlightening book is essential reading for students, practitioners, policy makers and researchers in early childhood education, and also for all those in other fields of education interested in the relationship between the arts and learning.



Philosophy for Children

Philosophy for Children Author Babs Anderson
ISBN-10 9781317276630
Release 2016-08-25
Pages 166
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Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can fit into the early years, primary and secondary curriculum and the challenges and rewards that come with it. Chapters include: The Evolution of Philosophy for Children in the UK Pedagogical Judgement Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy The impact of P4C on teacher educators Being and becoming a philosophical teacher This will be an invaluable guide for all those interested in P4C and studying courses on Early Childhood Studies, Education Studies and Initial Teacher Training courses.



Loris Malaguzzi and the Schools of Reggio Emilia

Loris Malaguzzi and the Schools of Reggio Emilia Author Paola Cagliari
ISBN-10 9781317697053
Release 2016-02-26
Pages 478
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Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting for the first time in English, writings and speeches spanning 1945 to 1993, selected by a group of his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to extended pieces about Malaguzzi’s early life, the origins of the municipal schools and his ideas about children, pedagogy and schools. This material is organised into five chronological chapters, starting at the end of World War Two and ending just before his death, with introductions to each chapter providing background, including the historical context, the main events in Malaguzzi’s life and the rationale for the selection of documents. The book provides a unique insight into the background, thinking and work of Malaguzzi, revealing, in his own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, and how he combined many roles ranging from administrator and campaigner to researcher and pedagogue. Academics, students and practitioners alike will find this landmark publication provides rich insights into his life and work.



Challenging Exceptionally Bright Children in Early Childhood Classrooms

Challenging Exceptionally Bright Children in Early Childhood Classrooms Author Ann Gadzikowski
ISBN-10 9781605542522
Release 2013-05-17
Pages 192
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Nearly every early childhood classroom has an exceptionally bright child—from the child who starts reading independently at age three to the child who would rather take apart his tricycle than ride on it. This book's strategies help educators create a richer learning environment where exceptionally bright children are encouraged to learn beyond prescribed curriculum goals. It includes identifiers of exceptionally bright children, ideas to change the pace, level, or method of teaching in response to the needs of individual children, and guidance for working with families. Ann Gadzikowski is the early childhood coordinator at Northwestern University's Center for Talent Development.



Beyond Quality in Early Childhood Education and Care

Beyond Quality in Early Childhood Education and Care Author Gunilla Dahlberg
ISBN-10 9781135626556
Release 2013-10-23
Pages 248
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Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia. Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.



Children s Voices

Children s Voices Author Pauline Harris
ISBN-10 0730878678
Release 2013
Pages 67
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"This collection of tools and resources are designed to support and empower children and young people's participation as active citizens and learners. They are rigorously informed by a research study of South Australia's statewide consultations with 350 young children across diverse regions and localities. These consultations set out to document children's views on what was important to them in their communities and what they wished for in their lives... This study provided rich insights into factors that contributed to the success of these consultations, challenges that arose, and ways in which the processes might be further enhanced. These insights came from interviews, observations, document analyses, and artefacts created by children, all of which took stock of the voices and perspectives of all who were involved - children, educators, families and policymakers. This study resonates with research conducted elsewhere in Australia and overseas, while providing fresh insights into the processes involved in consulting with young children" -- page 9.



A Handbook of Children and Young People s Participation

A Handbook of Children and Young People s Participation Author Barry Percy-Smith
ISBN-10 9781135267636
Release 2009-09-10
Pages 400
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A Handbook of Children and Young People's Participation brings together key thinkers and practitioners from diverse contexts across the globe to provide an authoritative overview of contemporary theory and practice around children’s participation. Promoting the participation of children and young people – in decision-making and policy development, and as active contributors to everyday family and community life – has become a central part of policy and programme initiatives in both majority and minority worlds. This book presents the most useful recent work in children’s participation as a resource for academics, students and practitioners in childhood studies, children’s rights and welfare, child and family social work, youth and community work, governance, aid and development programmes. The book introduces key concepts and debates, and presents a rich collection of accounts of the diverse ways in which children’s participation is understood and enacted around the world, interspersed with reflective commentaries from adults and young people. It concludes with a number of substantial theoretical contributions that aim to take forward our understanding of children’s participation. The emphasis throughout the text is on learning from the complexity of children’s participation in practice to improve our theoretical understanding, and on using those theoretical insights to challenge practice, with the aim of realising children’s rights and citizenship more fully.