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| Author | : Helen Hedges |
| Publisher | : Routledge |
| Total Pages | : 208 |
| Release | : 2022-03-31 |
| Genre | : |
| ISBN | : 9780367689827 |
Children's Interests, Inquiries, and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning.
| Author | : Helen Hedges |
| Publisher | : Routledge |
| Total Pages | : 207 |
| Release | : 2022-03-31 |
| Genre | : Education |
| ISBN | : 1000563243 |
Children’s curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children’s interests are and have been criticised for trivialising children’s interests. This book offers a critical and accessible engagement with research on children’s interests that challenges us to move beyond surface-level understandings. Children’s Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children’s learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children’s interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children’s interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers’ interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice. This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children’s interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.
| Author | : Helen Hedges |
| Publisher | : Routledge |
| Total Pages | : 193 |
| Release | : 2022-03-30 |
| Genre | : Education |
| ISBN | : 100056326X |
Children’s curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children’s interests are and have been criticised for trivialising children’s interests. This book offers a critical and accessible engagement with research on children’s interests that challenges us to move beyond surface-level understandings. Children’s Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children’s learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children’s interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children’s interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers’ interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice. This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children’s interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.
| Author | : Margaret Carr |
| Publisher | : SAGE |
| Total Pages | : 169 |
| Release | : 2012-03-19 |
| Genre | : Education |
| ISBN | : 144625819X |
Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.
| Author | : Andi Salamon |
| Publisher | : Routledge |
| Total Pages | : 274 |
| Release | : 2019-06-05 |
| Genre | : Education |
| ISBN | : 0429814828 |
Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. 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 Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
| Author | : D. Jean Clandinin |
| Publisher | : Routledge |
| Total Pages | : 323 |
| Release | : 2006-04-18 |
| Genre | : Education |
| ISBN | : 1134232578 |
In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives. Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.
| Author | : Linda R. Kroll |
| Publisher | : Routledge |
| Total Pages | : 280 |
| Release | : 2017-09-27 |
| Genre | : Education |
| ISBN | : 1315464993 |
Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0–5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families.
| Author | : Arie Kizel |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 145 |
| Release | : 2024-05-15 |
| Genre | : Education |
| ISBN | : 1666957658 |
One of the challenges that educational systems are facing worldwide is enabling children's voices from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed—even if implicitly—by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. The book will analyze how discourse about multiple identities and narratives can enrich the theoretical foundations of Philosophy for/with Children as opposed to the sterile banking and normalizing education. It analyzes the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within Philosophy for and with Children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.
| Author | : Ming Fang He |
| Publisher | : IAP |
| Total Pages | : 201 |
| Release | : 2003-09-01 |
| Genre | : Biography & Autobiography |
| ISBN | : 1607527561 |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 706 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
