Wildly wise in the terrible moment: Kant,Emerson, and improvisatory Bildung in early childhood education     

Viktor Johansson 《Educational Philosophy and Theory》2019,51(5):519-530

Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

‘Educare’ in Australia: analysing policy mobility and transformation     

Ian McShane 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):179-194

Abstract

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is under-researched in Australia, with regard to how these knowledge flows are theorised, and how policy is implemented on the ground.

Purpose: The paper’s purpose was to contribute new Australian-focussed conceptual and empirical insights on the trajectories, development and implementation of evidence-based policy in the field of early childhood education and care.

Sources of evidence: The paper is based on three main sources of evidence: ? the critical literature on policy transfer and policy mobility

? policy statements, reports and planning documents produced by national- and state-level governments

? data from fieldwork analysis of new capital works and programmes in the early childhood field.

Main argument: International research and evidence on the benefits of investment in early learning has had a significant impact on the framing of Australian policy. So too has a move in several countries to align early childhood institutions with schools. However, a dominant paradigm of policy transfer, reliant on pluralist and rationalist frameworks of policy-making, fails to account for the dynamics of policy development and implementation across and within jurisdictions and geographical space. Conceptualising a new alignment in Australia between children’s centres and schools as ‘educare’, this article employs the theoretical lens of policy mobility to account for the circulation and transformation of educare policy in Australian settings. Through an empirical analysis of a new educare centre in the growth corridor of western Melbourne, the article demonstrates the extent to which neoliberal policy settings outside the educational sphere, around public finance, partnership, place and infrastructure provision, influence the implementation of ‘educare’ policy.

Conclusions: The educare discourse in Australia addresses a complex and multiscalar set of policy problems that associate child development with concerns around human capital formation, economic efficiency and productivity, place making and community building, and the role of the public sector in neoliberal democracies. International circuits of knowledge, policy design and institutional models in the educare field have been significant in shaping recent Australian policy, despite well-publicised views expressed in Australia on the disconnection between academic research and policy. The strength of policy mobility as a theoretical lens to assist our understanding of these influences lies in its critique of formalism in policy-making and in its attention to fluidity and transformation. The mobility lens encourages new empirical research that focuses on spatial and institutional dynamics, assisting our reading of on-the-ground developments in Australia’s fastest growing city.  相似文献   

Values Embodied in Children’s Literature used in Early Childhood Education in Israeli State Schools     

Deborah Court  Ety Rosental 《Early Childhood Education Journal》2007,34(6):407-414

Societies can examine themselves and their values through examining their literature and the way they use literature in values education. This research investigated the values embodied in children’s literature used by early childhood teachers in Israeli state schools. On the basis of questionnaires completed by 14 early childhood educators, and analysis of the official list of recommended children’s books published by the Israeli Ministry of Education, the value “mutual respect and friendship” was found to be most prominent. Structural aspects of children’s books were seen to emphasize the values the books convey.  相似文献   

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?          下载免费PDF全文

Tina L. Stanton‐Chapman  Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.  相似文献   

Developing identities in the workplace: students’ experiences of distance early childhood teacher education     

Alice Tate 《Asia-Pacific Journal of Teacher Education》2016,44(3):289-300

In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge develops. This article draws on a study that explores students’ experiences of distance teacher education as a process of changing participation in the workplace. Distance study supported increasingly confident participation as students saw more meaning in their daily work. The students’ identities and their workplace cultures and practices influenced what students paid attention to and the decisions they made when negotiating changes within their teams. Their experiences suggest that strengthening students’ relational agency at work is a useful focus for distance early childhood teacher education programmes.  相似文献   

Diversity in New Zealand early childhood education: challenges and opportunities     

Mary Jane Shuker  Sue Cherrington 《International Journal of Early Years Education》2016,24(2):172-187

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.  相似文献   

幼态持续、发展的原发性和早期教育   总被引：4，自引：0，他引：4  

杨宁 《西北师大学报》2002,39(4):28-31

对童年期本质的认识是儿童教育的基石，通过讨论人类童年期延长的原因及其适应性价值，结合幼儿发展的原发性，指出当前早期教育中存在着严重的违背儿童天性，忽视儿童天性的现象，基此，深入理解儿童发展的本质，并建立新的儿童教育哲学刻不缓行。  相似文献   

Deconstructing the genealogy of family-centredness in early childhood intervention using a poststructuralist lens / Deconstrucción de la genealogía del enfoque centrado en la familia en las intervenciones de atención temprana,desde un punto de vista post-estructuralista     

Yoon H. Lee 《Cultura y Educación》2016,28(2):328-343

This paper aims to examine the genealogy of family-centredness in early childhood intervention. In particular, it deconstructs the procedural requirements, such as the completion of the Individualized Family Service Plan (IFSP), which has operated to serve the notion of family-centredness. Employing a poststructuralist lens, the paper contends that the current knowledge/belief is constructed and institutionalized by the dominant groups, such as policymakers and professionals, and their discourse. Families are normalized with discursive practices to believe that their participation perfects the rules set by powered social institutions with knowledge and power; hence, they are at the centre in the practice of services and provisions. Blinded by the normalized discipline, the historically absented position of families in the construction of social structures has perpetuated through the existing practices. Thus, this paper offers a critical reflection on the understanding of multiple discourses. In particular, both service providers and families should be able to question the process of service provisioning, when necessary. By critically viewing the current case, the development of quality early childhood intervention programmes and family-centred practices might be purported across countries.  相似文献   

Teaching Kindergarten Children to Solve Word Problems     

Janet Warfield 《Early Childhood Education Journal》2001,28(3):161-167

A kindergarten teacher's practice was investigated in order to understand her knowledge of her children's mathematical thinking, the ways in which she acquired that knowledge, and the uses she made of that knowledge in making instructional decisions. The focus of the investigation was the teacher's knowledge of her children's thinking about numbers, including counting and addition, subtraction, multiplication, and division. The teacher had attended Cognitively Guided Instruction workshops at which she had the opportunity to learn about research on children's mathematical thinking. She gathered information on her own children's thinking by posing word problems, listening to children as the described their strategies for solving the problems, and talking to other adults about her children. She used that information to select problems to pose in subsequent lessons.  相似文献   

儿童教育论纲——基于近现代童年观的儿童教育     

王喜海  石丽娟 《保定师专学报》2006,19(1):36-38

提倡基于近现代童年观的儿童教育，使儿童过上应有的童年生活，享有应有的童年欢乐，从而帮助他们顺利度过童年，并使他们的根基变得茁壮。发展充满后劲。  相似文献