Empowering Early Childhood Educators
International Pedagogies as Provocation
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In the current climate this book’s timely challenge to an outcome-driven curriculum will be welcomed by all concerned by the pressures of top-down approaches to ECE that focus on data and accountability at the expense of children’s experiences. Whilst McLeod and Giardiello furnish a clear-sighted critique of contemporary policy and its implications, their main concern is to offer a way forward by empowering EC educators through critical self-awareness. By questioning personal beliefs and practices, educators can become more reflective in their pedagogy and therefore better equipped to resist inappropriate pressures from elsewhere...The authors’ commitment to social justice shines through this text and underpins their conviction that ’empowering early childhood educators is a crucial enterprise’. Reflective practice can be difficult for students who have come through an education system where they were taught to look for ‘right answers’, it requires an ‘epistemological shift’ in thinking (Hanson, 2013). This book is ideally placed to support such an epistemological shift and nurture reflective dispositions. Students, lecturers and practitioners will all find inspiration, not only so they can avoid being ‘blown about by the winds of cultural and pedagogic preference’ (Brookfield,1995:265) but to stand tall and actively challenge the downward pressures of inappropriate expectations. - Rory McDowall Clark, TACTYC
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This forward-thinking text challenges educators to think about and question the purpose of education and explores international understandings of the role played by early years professionals in promoting participatory, ethical and reflexive practice which benefits children as independent decision-makers. Les mer
This forward-thinking text challenges educators to think about and question the purpose of education and explores international understandings of the role played by early years professionals in promoting participatory, ethical and reflexive practice which benefits children as independent decision-makers.
By exploring the different perspectives, concepts and practices adopted in early childhood settings in Denmark, Finland, Aotearoa, New Zealand and Sweden, Empowering Early Childhood Educators demonstrates the potential of participatory and democratic approaches in day-to-day practice. Illustrating how pedagogical approaches such as Te Whariki, Reggio Emilia and the Montessori method may be understood and interpreted to maximise children's engagement in their socio-cultural context, chapters empower educators to question their professional experience, knowledge and initiative to find a balance between directives and ethical practice. A rich combination of case studies, commentaries, interviews and conversations, the text offers critical insight into the daily practices and challenges of early years educators around the world and inspires critical reflection on practices which empower them.
A powerful revaluation of the purposes and value of early childhood education, Empowering Early Childhood Educators will be of interest to early years practitioners, students and researchers.
By exploring the different perspectives, concepts and practices adopted in early childhood settings in Denmark, Finland, Aotearoa, New Zealand and Sweden, Empowering Early Childhood Educators demonstrates the potential of participatory and democratic approaches in day-to-day practice. Illustrating how pedagogical approaches such as Te Whariki, Reggio Emilia and the Montessori method may be understood and interpreted to maximise children's engagement in their socio-cultural context, chapters empower educators to question their professional experience, knowledge and initiative to find a balance between directives and ethical practice. A rich combination of case studies, commentaries, interviews and conversations, the text offers critical insight into the daily practices and challenges of early years educators around the world and inspires critical reflection on practices which empower them.
A powerful revaluation of the purposes and value of early childhood education, Empowering Early Childhood Educators will be of interest to early years practitioners, students and researchers.
Detaljer
- Forlag
- Routledge
- Innbinding
- Paperback
- Språk
- Engelsk
- Sider
- 256
- ISBN
- 9781138309678
- Utgivelsesår
- 2019
- Format
- 23 x 16 cm
Anmeldelser
«
In the current climate this book’s timely challenge to an outcome-driven curriculum will be welcomed by all concerned by the pressures of top-down approaches to ECE that focus on data and accountability at the expense of children’s experiences. Whilst McLeod and Giardiello furnish a clear-sighted critique of contemporary policy and its implications, their main concern is to offer a way forward by empowering EC educators through critical self-awareness. By questioning personal beliefs and practices, educators can become more reflective in their pedagogy and therefore better equipped to resist inappropriate pressures from elsewhere...The authors’ commitment to social justice shines through this text and underpins their conviction that ’empowering early childhood educators is a crucial enterprise’. Reflective practice can be difficult for students who have come through an education system where they were taught to look for ‘right answers’, it requires an ‘epistemological shift’ in thinking (Hanson, 2013). This book is ideally placed to support such an epistemological shift and nurture reflective dispositions. Students, lecturers and practitioners will all find inspiration, not only so they can avoid being ‘blown about by the winds of cultural and pedagogic preference’ (Brookfield,1995:265) but to stand tall and actively challenge the downward pressures of inappropriate expectations. - Rory McDowall Clark, TACTYC
»