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Turgeon, Wendy C. "Philosophy of Early Childhood Education." Teaching Philosophy 32, no. 1 (2009): 106–8. http://dx.doi.org/10.5840/teachphil200932112.
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Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.
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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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Farquhar, S., and E. J. White. "Philosophy and Pedagogy of Early Childhood." Educational Philosophy and Theory 46, no. 8 (May 13, 2013): 821–32. http://dx.doi.org/10.1080/00131857.2013.783964.
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Butterworth, Susan, and Ana Maria Lo Cicero. "Early Childhood Corner: March 2001." Teaching Children Mathematics 7, no. 7 (March 2001): 396–99. http://dx.doi.org/10.5951/tcm.7.7.0396.
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As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.
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FARQUHAR, SANDY. "Narrative Identity and Early Childhood Education." Educational Philosophy and Theory 44, no. 3 (January 2012): 289–301. http://dx.doi.org/10.1111/j.1469-5812.2010.00656.x.
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Lowenthal, Barbara. "Changes in the developmental philosophy for American early childhood education." European Journal of Special Needs Education 6, no. 1 (March 1991): 24–29. http://dx.doi.org/10.1080/0885625910060103.
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Boyer, Wanda. "Person-Centered Therapy: A Philosophy to Support Early Childhood Education." Early Childhood Education Journal 44, no. 4 (June 21, 2015): 343–48. http://dx.doi.org/10.1007/s10643-015-0720-7.
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Moreno, Amanda J., Mark K. Nagasawa, and Toby Schwartz. "Social and Emotional Learning and Early Childhood Education: Redundant terms?" Contemporary Issues in Early Childhood 20, no. 3 (April 17, 2018): 221–35. http://dx.doi.org/10.1177/1463949118768040.
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Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.
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Katz, Lilian G. "Information dissemination in early childhood education." Knowledge and Policy 7, no. 4 (December 1994): 118–30. http://dx.doi.org/10.1007/bf02696296.
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Gibbons, Andrew. "Playing the Ruins: The Philosophy of Care in Early Childhood Education." Contemporary Issues in Early Childhood 8, no. 2 (June 2007): 123–32. http://dx.doi.org/10.2304/ciec.2007.8.2.123.
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Vaughan, Genevieve, and Eila Estola. "The Gift Paradigm in Early Childhood Education." Educational Philosophy and Theory 39, no. 3 (January 2007): 246–63. http://dx.doi.org/10.1111/j.1469-5812.2007.00326.x.
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Wartini, Atik. "TAFSIR TEMATIK KEMENAG: STUDI AL-QUR’AN DAN PENDIDIKAN ANAK USIA DINI." MAGHZA: Jurnal Ilmu Al-Qur'an dan Tafsir 1, no. 2 (November 14, 2016): 1–20. http://dx.doi.org/10.24090/maghza.v1i2.731.
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This research is based on library research. In this study wanted to discuss the theme of the Qur'an and Early Childhood Education son, al-Qur’an as a source and a philosophy of life, in this study there are three questions how the Koran speaks of early childhood education , secondly, how the education of children in the family, using content analysis the authors tried to find in depth on the theme of early childhood education in the verses of the Qur'an, so the results of his research is the first, the child knows the concept of early childhood education in al-Qur 'an, both knowing pendidikana children in the family.
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Wartini, Atik. "TAFSIR TEMATIK KEMENAG: STUDI AL-QUR’AN DAN PENDIDIKAN ANAK USIA DINI." MAGHZA 1, no. 2 (November 14, 2016): 1. http://dx.doi.org/10.24090/mza.v1i2.2016.pp1-20.
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This research is based on library research. In this study wanted to discuss the theme of the Qur'an and Early Childhood Education son, al-Qur’an as a source and a philosophy of life, in this study there are three questions how the Koran speaks of early childhood education , secondly, how the education of children in the family, using content analysis the authors tried to find in depth on the theme of early childhood education in the verses of the Qur'an, so the results of his research is the first, the child knows the concept of early childhood education in al-Qur 'an, both knowing pendidikana children in the family.
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Thompson, Christiane. "The authority ofBildung: educational practices in early childhood education." Ethics and Education 10, no. 1 (January 2, 2015): 3–16. http://dx.doi.org/10.1080/17449642.2014.998031.
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Jobb, Cory. "Power, Space, and Place in Early Childhood Education." Canadian Journal of Sociology 44, no. 3 (September 30, 2019): 211–32. http://dx.doi.org/10.29173/cjs29596.
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This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.
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Khomais, Sama, and Nahla Gahwaji. "Early Childhood Curriculum Reform in Saudi Arabia Conceptualization of Theories in Early Childhood Curricula: Three Models." Journal of Curriculum and Teaching 8, no. 3 (August 1, 2019): 24. http://dx.doi.org/10.5430/jct.v8n3p24.
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In recent developments, early childhood education in Saudi Arabia have captured political and governmentalinterests, conceiving the promising returns of investing in early years. This research has adopted an analyticaldescriptive approach through content analysis of curriculum philosophy (theories and principles) of three models ofearly childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectivenessin implementation and or achieving the desired learning outcomes. The selected curricula include, HighScope,Foundation Stage, and Te Whāriki. The analysis concludes that there is a general agreement about the structure andelements of EC curriculum. Perspective of children as learners, teachers’ roles, learning environment are wellprofound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are stillconsidered as opportunities for revising and evaluating our beliefs and understandings in order to maintain theimprovements in ECE profession and to cope with the education reform in Saudi Arabia.
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Boyd, Wendy, and Lexi Cutcher. "Learning from Early Childhood Philosophy, Theory and Pedagogy: Inspiring Effective Art Education." Australasian Journal of Early Childhood 40, no. 1 (February 2015): 91–98. http://dx.doi.org/10.1177/183693911504000112.
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Varela Londoño, Sandra Patricia, Aurora Bernal Martínez de Soria, and Sonia Rivas. "Early Childhood Development and Education: Theoretical Convergences and Divergences." International Education Studies 12, no. 7 (June 29, 2019): 1. http://dx.doi.org/10.5539/ies.v12n7p1.
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This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.
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Kurnia, Fabiola D., and Winda Sulistyoningsih. "Role of Philosophy Education for Children in Grade 3 of MINU Pucang Sidoarjo." JournEEL (Journal of English Education and Literature) 1, no. 1 (June 28, 2019): 52–64. http://dx.doi.org/10.51836/journeel.v1i1.41.
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Philosophical education is needed for children's education. Philosophy as a value education, as well as life education that is very important for the development of human personality. Therefore, philosophical education should be given since elementary school age. The pattern of teaching philosophy applied is different from the teaching patterns of other sciences. Because in philosophy, humans are invited to think critically. In this case what is meant is that they think for themselves and find their own answers to the questions asked. However, philosophy for children should not burden the learning process. Because it must consider the local cultural context that has existed in Indonesia before. The philosophy of early childhood education seeks to uncover and examine the reality of the child's education process. The implementation of early childhood education must be based on philosophy and educational theory that are suitable for child development. Thus, the practice of education has a clear direction, goals that are relevant to the nature, needs and development of children. Children will be treated according to their situation and living conditions.
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Fernández-Santín, Mercè, and Maria Feliu-Torruella. "Developing critical thinking in early childhood through the philosophy of Reggio Emilia." Thinking Skills and Creativity 37 (September 2020): 100686. http://dx.doi.org/10.1016/j.tsc.2020.100686.
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Wolff, Lili-Ann, Tuula H. Skarstein, and Frode Skarstein. "The Mission of Early Childhood Education in the Anthropocene." Education Sciences 10, no. 2 (January 23, 2020): 27. http://dx.doi.org/10.3390/educsci10020027.
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During the last century, the human way of life has begun to transgress many of the Earth’s biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call Anthropocene. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood.
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Hedges, Helen, and Joy Cullen. "Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices." Contemporary Issues in Early Childhood 6, no. 1 (March 2005): 66–79. http://dx.doi.org/10.2304/ciec.2005.6.1.10.
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The concept of ‘subjects' has posed a philosophical dilemma and polarised debate within early childhood education. Consequently, little attention has been paid to teachers' and children's subject knowledge and the role these might play in early childhood curriculum and pedagogy to extend and enhance children's learning. This article reports on a study that explored beliefs and practices about subject knowledge in one kindergarten in New Zealand. The study's findings are analysed from two contrasting perspectives: categories of teacher knowledge and sociocultural theory. The article argues that a contemporary sociocultural view of knowledge has potential within the existing philosophy underpinning early childhood curriculum and pedagogy to recognise and strengthen the position of subject knowledge. Implications for curriculum, pedagogy and teacher education are discussed.
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Sims, Margaret. "Including Children with Special Needs in Regular Early Childhood Settings." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 40–44. http://dx.doi.org/10.1177/183693919502000408.
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Children with special needs are attending early childhood programs more and more frequently as the philosophy of inclusion influences the development of services. Many professionals working with children feel nervous when asked to include a child with special needs, however, the skills necessary to work effectively with children with special needs are the same as those used everyday working with all children. This article discusses an activity-based approach to working with children and shows how planning for children with special needs fits easily within this approach.
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Crisostomo, Anita Tvedt, and Anne B. Reinertsen. "Technology and sustainability for/in early childhood education and care." Policy Futures in Education 18, no. 4 (May 2020): 545–55. http://dx.doi.org/10.1177/1478210320921691.
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Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, engineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.
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Bone, Jane. "Breaking bread: spirituality, food and early childhood education." International Journal of Children's Spirituality 10, no. 3 (January 2005): 307–17. http://dx.doi.org/10.1080/13644360500347607.
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Ashraf, Sadia, Muhammad Aamir Hashmi, and Muhammad Naveed Jabbar. "Teachers' Perception towards the Establishment and Effectiveness of Early Childhood Education." Global Educational Studies Review VII, no. II (June 30, 2022): 41–50. http://dx.doi.org/10.31703/gesr.2022(vii-ii).04.
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Education is a systemic framework for building the cornerstone of civilization. It is animportant factor in any country's success worldwide. Early Childhood Education (ECE) is a branch ofeducational philosophy that refers to education for young children up to the age of eight years. The mainobjective of this study was to find out teachers’ perceptions of this ECE setup. A teacher is a part andparcel of our education system and any policy can’t succeed without satisfaction. The population of thisstudy was teachers involved in early childhood education set up in the district Nankana Sahib. Whereas,308 teachers were selected as a sample using a stratified sampling technique. The data was collectedthrough instruments by survey method. On the whole, it was found that most of the statements on thequestionnaire had a mean score higher than 3 which shows teachers’ positive perception of the ECEsetup. There was a significant difference in the perception of teachers based on gender. This study isbeneficial for the development of early childhood education.
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Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 169–84. http://dx.doi.org/10.21009/141.12.
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Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media
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Minette, Sophie. "Freedom of Expression and Promoting Tolerance: Learning Experiences from Early Childhood." Religion and Human Rights 9, no. 2-3 (August 1, 2014): 181–91. http://dx.doi.org/10.1163/18710328-12341267.
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Starting from the important question ‘Is it really impossible or dangerous to speak about religion?’ in the first part this article highlights the importance of dialogue in education. It demonstrates how implementation of dialogical education can be beneficial for children and young people who learn to take up and face the challenge posed by multiculturalism and multi-religiosity in our modern societies. In the second part, this article provides a brief discussion of research in educational psychology about religious education and the ‘Philosophy for Children’ method, or ‘community of enquiry’. This specific area of research emphasizes the necessary integration of this method in religious education since it would be beneficial in terms of social cohesion, among other things.
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Chong, Angela A. "Elusive Kodály Part I: Searching for Hungarian Influences in US Preschool Music Education." Hungarian Cultural Studies 15 (July 19, 2022): 33–44. http://dx.doi.org/10.5195/ahea.2022.463.
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This paper is the first part of two articles exploring whether and how Hungarian music pedagogues have influenced early childhood music education in the United States. Using less-known publications and archived materials, this study moves beyond the well-documented history of the Hungarian pedagogue, Zoltán Kodály’s influence upon American general music education to focus on Kodály’s early childhood concepts, which form the backbone of the Hungarian philosophy of music education. Through the lives and work of the Hungarian and American music educators, Katinka Dániel, Katalin Forrai, Sister Lorna Zemke and Betsy Moll, I delineate a pedigree of distinguished female Kodály protégés professing a passion for Hungarian early childhood music pedagogy that did not mainstream into US preschools. In words spoken by and about these scholar-educators, my research locates the systemic and cultural factors contributing to the challenge of implementing Hungarian musical ideas in US preschools. To round out a description of the elusive Kodály influence on US early childhood music, this analysis also draws upon my own Los Angeles experience in searching for a quality Kodály education for my young toddlers.
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Mansur, Rosichin. "PERKENALAN DENGAN ALIRAN FILSAFAT PENDIDIDKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 2, no. 2 (November 27, 2020): 37. http://dx.doi.org/10.33474/thufuli.v2i2.9158.
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The schools of educational philosophy believe in their views for development and change. The flow of philosophy makes the world of education more advanced and quality. The views of progressivism, perennialism, essentialism, constructionism andconstructivism are projected in educators, students, curriculum, principles of education and learning. Early Childhood Islamic Education (PIAUD) is one of the media for actualizing the views of educational philosophical schools that are relevantto local culture. so that many schools of philosophy can be adopted.
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Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.
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The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational philosophy and beliefs as a teacher were mentioned. Second, as the roles of good early childhood teachers, caregivers, guides, observers, education providers, playmates, facilitators, and universal entertainers were mentioned. Through this, we intend to establish a correct self-image as an early childhood teacher by exploring the qualifications and roles to be performed in the future, and to provide the basic data necessary for cultivating the teacher's professionalism.
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Tang, Dan Dan, Mogana Dhamotharan, and Mohd Nazri Abdul Rahman. "Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 318–28. http://dx.doi.org/10.32744/pse.2021.1.22.
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Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.
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Johansson, Viktor. "Olmmái-Stállu: deflection, decolonization, and silence in Sámi early childhood scholarship." Ethics and Education 16, no. 1 (January 2, 2021): 51–73. http://dx.doi.org/10.1080/17449642.2020.1864594.
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Burbank, Mary D., Melissa M. Goldsmith, Jennifer Spikner, and Koeun Park. "Montessori Education and a Neighborhood School." Journal of Montessori Research 6, no. 1 (May 15, 2020): 1–18. http://dx.doi.org/10.17161/jomr.v6i1.8539.
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Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
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Lau, Grace. "Ideology of Joyful Learning through Play in Early Childhood Classroom in Hong Kong: Misconceptions or Paradoxes?" International Journal of Educational Reform 27, no. 4 (September 2018): 359–78. http://dx.doi.org/10.1177/105678791802700403.
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The ideological slogan of the latest drafted reform document for early childhood education in Hong Kong in July 2016 is, “Joyful Learning Through Play: Balanced Development All the Way.” Based on this ideological slogan, this article “Ideology of Joyful Learning Through Play in Early Childhood Classroom in Hong Kong: Misconceptions or Paradoxes?” discusses the myth and reality of play and its underlying child-centeredness philosophy in the early childhood classroom in Hong Kong. Practical examples would be drawn to compare with the literature review on play and the drafted reform document and to identify any misconceptions and paradoxes that exist. The findings and implications discussed would help readers look at the issue of equity and equality confronting religious-affiliated schools in Hong Kong if the play curriculum and its allied child-centeredness philosophy are to be applied in the reform process.
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Ladino quiroz, Wilson Orlando, and Erika Viviana Castellanos murcia. "campamento filosófico: experiencia lúdica de pensamiento con la infancia." childhood & philosophy 18 (October 23, 2022): 01–20. http://dx.doi.org/10.12957/childphilo.2022.67275.
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The article presents some of the results of the research project Lúdica y juego en la educación infantil: construcción conceptual–Play and Games in Early Childhood Education: A Conceptual Construct–financed by the Vicerrectoría de Investigaciones of the Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá, Colombia. The aim was to identify and explore the conceptions of what the Campamento Filosófico (Philosophy Camp) represents for its participants within the framework of the project Filosofía e infancia (Philosophy and Childhood). This study takes a qualitative approach, for which semi-structured interviews were used as an instrument for data collection. Also, Atlas.ti 8® software was used for data analysis. An open, axial and selective coding was carried out, in which the emerging categories of the analysis were “experience,” “encounter,” “learning,” “self-care” and “body”. As a result of this conceptualization, it was found that philosophy camps are scenarios that make possible a relationship between university learning environments and primary, elementary and middle school educational contexts. They also enable an experience of the dialogic encounter between different perspectives on the same philosophical topic. Through the Philosophy Camp, philosophy is brought to the school, and the encounter with childhood - as a state, attitude and possibility - fosters spaces for thought, friendship and interaction.
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Stamopoulos, Elizabeth. "Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 188–217. http://dx.doi.org/10.2304/ciec.2003.4.2.8.
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Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.
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Borges, Letícia De lima, and Eliana Da costa pereira de Menezes. "o que podemos no encontro com a infância? um convite a um olhar heterotópico." childhood & philosophy 17 (December 27, 2021): 01–28. http://dx.doi.org/10.12957/childphilo.2021.62845.
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This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance to four-year-old children. The analytical exercise, inspired by the discourse analysis proposed by Michel Foucault, has enabled us to question the production of subjects, truths and realities in the “confessions” of the interviewed teachers, in which we have identified two ways of thinking about and producing childhood: captured childhood, which is produced through the operationalization of normalization practices by Special Education, determined by the will to knowledge and the will to power over childhood; and childhood as heterotopy, produced as a powerful movement of resistance and denaturalization of normalizing practices – childhood regarded from other places, as an infinite, multiple, non-nameable, ever undetermined becoming, as an invitation to thought: what can we do in the encounter with childhood(s)?
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Vandenbroeck, Michel. "Measuring the young child: on facts, figures and ideologies in early childhood." Ethics and Education 15, no. 4 (September 22, 2020): 413–25. http://dx.doi.org/10.1080/17449642.2020.1824096.
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Kołodziejski, Maciej, and Tomas Butvilas. "Creativity and Parental Involvement in Early Childhood Education in the Reggio Emilia Approach and Philosophy." Edukacja Elementarna w Teorii i Praktyce 16, no. 3(61) (July 23, 2021): 103–12. http://dx.doi.org/10.35765/eetp.2021.1661.07.
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In the article the authors discuss the importance of parental creativity and involvement in early institutional education of a child on the example of Reggio Emilia educational method. Among the main aspects of this involvement are the quality of education, child support, cooperation between teachers and parents as well as a positive feedback. The authors of this paper also deal with one of the main aspects of early education—creativity and its importance for a child’s psychosocial development. The preschool curriculum has been designed for children of the preschool educational institutions to provide them with a rich learning experience and to help them to develop properly. Creative education starts at an early age, therefore kindergartens and families play a very important role in supporting and developing creativity in child’s everyday routine. It is stressed that being creative is primarily about taking initiatives and innovative behavior. These are the qualities required in contemporary society, especially by employers in private and public sectors. However, the process of involving parents in their child’s education starts at the preschool stage and plays the most important role in child’s socialization. It is also emphasized that if children feel the support of both educational subjects (teacher and parents) in the process of preschool education, they feel safer, more comfortable, and much more confident.
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Lee, Yoon‐Joo. "Reflecting on my role in children’s conflicts in an early childhood special education classroom." Reflective Practice 9, no. 3 (August 2008): 319–27. http://dx.doi.org/10.1080/14623940802207394.
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Rouse, Elizabeth. "Partnerships in Early Childhood Education and Care: Empowering Parents or Empowering Practitioners." Global Studies of Childhood 2, no. 1 (January 1, 2012): 14–25. http://dx.doi.org/10.2304/gsch.2012.2.1.14.
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Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.
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Surr, John. "Spiritual experiences in early childhood education: four kindergarteners, one classroom." International Journal of Children's Spirituality 21, no. 2 (April 2, 2016): 156–58. http://dx.doi.org/10.1080/1364436x.2016.1189266.
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Araújo, Janice débora De alencar batista, Rebeka Rodrigues alves da Costa, and Ana maria Monte coelho Frota. "de chrónos à aión – onde habitam os tempos da infância?" childhood & philosophy 17 (May 2, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56866.
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This article reflects on childhood times based on the words chrónos, kairós and aión, which the Greeks use to conceptualize time, in dialogue with different authors, such as Kohan (2007, 2009, 2018), Pohlmann (2005), Skliar (2018), Kohan and Fernandes (2020). In the pedagogical field, we explore how Pedagogy of Childhood has focused on the importance of childhood temporality and children’s agency, with contributions from Hoyuelos (2020), Parrini (2016), Aguilera et al. (2020), Barbosa (2013), Oliveira-Formosinho e Araújo (2013), Oliveira-Formosinho (2018), Pinazza and Gobbi (2014). We reflect on what forms of organizing time are possible when we think about children and their childhoods. Would it be a continuous and chronological time, a time of opportunity for the instant (kairos) or the timeless intensity of the aiónic? Would it be possible to open spaces in school for other temporalities, given its immersion in chronological time (chronos), and its extreme emphasis on routine? We seek a relationship between forms of temporality, philosophy, and early education in order to explore alternative possibilities in the relationship between child and the school context, and conclude that, since the child’s is the aiónic time of intense experience, it is in the heightened dynamic immediacy and the multiple symbolic languages of play that it may be possible to create pedagogical structures that provide a dwelling for childhood temporality.
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Taguchi, Hillevi Lenz. "Deconstructing and Transgressing the Theory—Practice dichotomy in early childhood education." Educational Philosophy and Theory 39, no. 3 (January 2007): 275–90. http://dx.doi.org/10.1111/j.1469-5812.2007.00324.x.
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Nascimento, Anelise Monteiro do. "walter benjamin: “infância, uma experiência devastadora”." childhood & philosophy 18 (September 27, 2022): 01–24. http://dx.doi.org/10.12957/childphilo.2022.67323.
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Built on the dialogue between the processes of institutionalization of childhood and educational practices, this article considers data from a research project that aimed to gather knowledge of the experience of childhood in early childhood education (ECE) settings. The empirical basis of our study is a collection of observational fieldnotes gathered in 21 public ECE institutions that serve the city of Rio de Janeiro. In order to understand children’s experience in these settings, our theoretical framework is supported by a reading of Walter Benjamin's philosophy of childhood, by sources in the sociology and anthropology of childhood, and through an analysis of the political contexts that influence the practices of institutionalizing young children. The quote adopted in this text represents the results of a comparison between the speech and interactions of the children in the schools participating in the research and textual fragments from Benjamin’s “Obras Escolhidas I e II.” We drew on the concept of childhood experience present in the work of this philosopher in order to explore how children experience their childhood within the context of the school environment. When thinking about childhood through the lens of children’s experience, we draw on the legacy attributed by Benjamin to Kant's work on the concept of experience itself. Here, the latter is understood, not just as an event, but as something that unites/brings us together through the intersection of generation, history, and narrative. Regardless of the format of children's institutionalization–that is, whether they attend daycare centers, exclusive early ECE settings, schools or elementary schools that have preschool classes–based on our reading the fieldnotes we conclude that the experience of childhood takes place in the context of relationships with others, with objects, with culture, with society and with nature. Our research showed that, like the child as characterized in the work of Benjamin, the children of our day care centers and schools are attracted by what he calls “debris”and what the latter present to them as possibilities for action. They do not directly reproduce the world of adults; rather, they establish a new relationship with what the world offers them, which is not exactly coherent with that world. What children produce in their interactions is the result of a refined process in which collective and individual experience intersect, with culture as a meeting point.
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Albert, Sonia París. "putting philosophy to the service of schools to give children’s voices real value." childhood & philosophy 14, no. 30 (May 7, 2018): 453–70. http://dx.doi.org/10.12957/childphilo.2018.29859.
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This article explores a modern approach to childhood that abandons the traditional view of children in western societies as inferior, fragile and vulnerable. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the absolute right to participate in the affairs that affect them. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire’s liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim of making every effort to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In thi sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children’s voices greater value.
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Pomohaibo, Valentyn Mihailovich. "Philosophy of successful Finnish education." Filosofiya osvity. Philosophy of Education 23, no. 2 (December 27, 2018): 270–82. http://dx.doi.org/10.31874/2309-1606-2018-23-2-270-282.
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The Finnish experience of creating successful education underlies the current efforts to reform the Ukrainian school. As a result, an analytical review of the book "Finnish Lessons 2.0" by the well-known Finnish teacher Pasi Sahlberg has been undertaken to promote the availability of ideas and tools for the successful reform of the education system in Finland for the largest number of Ukrainian teachers. This book shows the path of Finland "from a poor and poorly educated agrarian country to a modern knowledge society with an effective educational system and an innovative world-class environment. The strategic ideal of Finnish society was the expansion of the accessibility of education - from early childhood to the highest scientific levels and adult learning "[Sahlberg, 2015: 18].
Today, the education system, even in most developed countries, is hit by a crisis, which consists in the inability to provide children with a qualitative education. The experience of Finland suggests a way to improve education not on the basis of market relations - standardization, increased competition, increasing the volume of educational information, regular testing, strengthening of reporting on learning outcomes. Ukrainian teachers who have the usual didactic and methodological skills and classical beliefs about the functions of the teacher in the educational process perceive this experience as paradoxical: every Finnish teacher has a master's degree; schooling is carried out with the principle of "learning less - knowing more"; A successful lesson is one in which the students speak more than the teacher; standardized testing of students is absent until the final 9th grade of the basic school; In the educational process there is no competition between pupils, classes, teachers, schools. The Finnish school is dominated by personalized teaching with creative teaching methods, because in reality the success of each student is determined by his or her individual characteristics and capabilities.
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Astuti S.Pd, M.Hum., Wili. "The Examining Philosophical Foundation of Children Language Development Program Based on 2013 Curriculum." Early Childhood Research Journal (ECRJ) 2, no. 2 (February 24, 2020): 50–57. http://dx.doi.org/10.23917/ecrj.v2i2.10288.
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The theory of early childhood education aims to expose and research the complexities of child education. The goal of the study was to define the philosophy of the Language Development Program based on the 2013 Early Childhood Education Curriculum. Data collection techniques in this study used direct observation and recording methods in the Lesson Plan in Language development program based on 2013 ECE curriculum, based on predetermined categories. Data sources in this study were all information written in the children's language development program which was prepared in accordance with the 2013 curriculum. The data will be analyzed by Qualitative content analysis. The finding led to the discovery of the philosophical foundation of children language development program which are dominated by Progresivism.
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Johansson, Viktor Magne. "pedagogical immediacy, listening, and silent meaning: essayistic exercises in philosophy and literature for early childhood educators." childhood & philosophy 18 (July 25, 2022): 01–29. http://dx.doi.org/10.12957/childphilo.2022.66527.
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This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.