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Reconceptualizing Early Childhood Care And Education

Author: Marianne N. Bloch
Publisher: Peter Lang Pub Incorporated
ISBN: 9781433123658
Size: 34.86 MB
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<I>Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.<BR> The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.

Imagining Children Otherwise

Author: Michael O'Loughlin
Publisher: Peter Lang
ISBN: 9781433110177
Size: 71.11 MB
Format: PDF, ePub
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The purpose of this book is to imagine things otherwise in theorizing childhood sub-jectivity. The work brings together influential thinkers who are forthright in their refusal to be seduced by simplistic binaries, who are willing to address the notion of childhood subjectivity in ways that are complex and critical, and whose arguments lead to practical advances in our thinking about child policy, child-rearing, pedagogy, and curriculum. The contributors, distinguished authors from across the English-speaking world, are concerned about the ways in which teachers' practices are increasingly boundaried and policed, and they grieve for the stifling consequences for future generations of children. Postcolonial and poststructural theories, psychoanalysis, critical theory, personal narrative, and indigenous epistemologies are used creatively to pose the question of childhood subjectivity and to engage the promise of the question-child. This work contributes to a reconsideration of childhood and a rethinking of how we might enhance each child's journey toward becoming. "Everyone who suspects (and who in their right mind could not?) that the accepted way in which we think about children and prepare adults to work with them is flawed, foolish, and failing, will welcome and relish this book. It weaves together practical engagement, theoretical eclecticism and sophistication, scholarly discretion, criticality bordering on anger, and straightforward human warmth---and the result is brave, powerful, rich and liberating. Its contrarian commitment to human subjectivity and agency, human and disciplinary boundary-crossing, non-binary and universalistic understanding, challenging privilege, promoting equity and social justice, and speaking truth to power, makes it fundamentally important. For practitioners and academics in early childhood studies and cognate fields who want to connect their intellectual, personal, professional, and political lives, this is essential reading."---Heather Piper, Professorial Research Fellow, Institute of Education, Manchester Metropolitan University

Rethinking Readiness In Early Childhood Education

Author: Jeanne Marie Iorio
Publisher: Springer
ISBN: 1137485124
Size: 15.15 MB
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This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.

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

Author: Mac Naughton, Glenda
Publisher: McGraw-Hill Education (UK)
ISBN: 0335228623
Size: 63.94 MB
Format: PDF, ePub
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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.

Embracing Identities In Early Childhood Education

Author: Susan Grieshaber
Publisher: Teachers College Press
ISBN: 9780807740781
Size: 58.68 MB
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First published in 1968, The Irony of Early School Reform quickly became essential reading for anyone interested in American education. One of the first books to survey the relationship between public educational systems and the rise of urbanization and industrialization,Irony was instrumental in mapping out the origins of school reform and locating the source of educational inequalities and bureaucracies in patterns established in the nineteenth century. This new and enhanced version of the classic text is now available for the legions of people who have asked for it. It includes an update by the author along with the same cohesive text and criticism contained in the original. Readers will appreciate that this edition: brings back into print a book that holds an important place in the field of educational history and in the modern literature of educational reform; assesses the impact of the original publication in light of writing about American history and education since its original publication and explains its continuing significance; shatters warm and comforting myths about the origins of public education; and shows how some of the most problematic features of public education have their origins in nineteenth century styles of educational reform.

Multidisciplinary Perspectives On Play From Birth And Beyond

Author: Sandra Lynch
Publisher: Springer
ISBN: 9811026432
Size: 39.98 MB
Format: PDF, Docs
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While firmly acknowledging the importance of play in early childhood, this book interrogates the assumption that play is a birthright. It pushes beyond traditional understandings of play to ask questions such as: what is the relationship between play and the arts – theatre, music and philosophy – and between play and wellbeing? How is play relevant to educational practice in the rapidly changing circumstances of today’s world? What do Australian Aboriginal conceptions of play have to offer understandings of play? The book examines how ideas of play evolve as children increasingly interact with popular culture and technology, and how developing notions of play have changed our work spaces, teaching practices, curricula, and learning environments, as well as our understanding of relationships between children and adults. This multidisciplinary volume on the subject of play combines the work of some of the world’s leading researchers in the field of early childhood education with contributions from distinguished and emerging scholars in areas as diverse as education, theatre studies, architecture, literature, philosophy, cultural studies, theology and the creative arts. Reconsidering the common focus on play in early education, to investigate its broader impact, this collection offers a refreshing and valuable addition to studies on play, reconceptualizing it for the 21st century.

Continuity In Children S Worlds

Author: Melissa M. Jozwiak
Publisher: Teachers College Press
ISBN: 0807774936
Size: 69.20 MB
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“Offers hope through its rich and abundant examples of teachers, parents, and others who care for young children mindfully taking the time to address issues of continuity in everyday life.” —From the Foreword by Beth Blue Swadener, Arizona State University “After reading this book, it is not possible to think about these ideas simplistically again.” —Virginia Casper, Bank Street College of Education “This examination gives voice to an important but often unexamined issue in early childhood education.” —Christopher P. Brown, The University of Texas at Austin Children’s experiences when they transition from home to school, from classroom to classroom, and from school to school raise issues of continuity that permeate every aspect of early childhood education. This book uses practitioner stories to investigate beliefs about continuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8. The authors examine a range of continuities and discontinuities, including the experiences children, teachers, and families have with programs; the interactions between families and schools; and the ways in which programs and schools relate to one another. They also raise questions about primary caregiving, cultural responsiveness, assessment practices, and congruity between institutions. Discussions of each story include the authors’ interpretations, references to relevant theory, questions for reflection, and implications for intentional and thoughtful practice. Book Features: Represents the first comprehensive volume to unpack the complex topic of continuity. Provides a critical analysis of continuity based on real stories from practitioners and parents.\ Illuminates the work of early childhood educators on the individual, group, organizational, and systems levels. Encourages readers to carefully consider their roles as educators of young children.

Critical Qualitative Inquiry

Author: Gaile S Cannella
Publisher: Routledge
ISBN: 1315431157
Size: 80.83 MB
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Critical approaches to qualitative research have made a significant impact on research practice over the past decade. This comprehensive volume of contemporary, original articles places this trend in its historical context, describes the current landscape of critical work, and considers the future of this turn. The book-includes contributions from some of the leading qualitative researchers on three continents;-consists of big-picture articles that describe the dimensions of this research tradition;-situates critical qualitative inquiry in the overall development and landscape of qualitative research.

Disrupting Early Childhood Education Research

Author: Will Parnell
Publisher: Routledge
ISBN: 1317558529
Size: 45.96 MB
Format: PDF, ePub
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Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research, competition, and test scores, exemplified by federal funding competitions and policymaking. Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies, auto-ethnographic writings, action-oriented studies, arts-based methodologies, and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning, school, and early education sectors, this volume explores the meanings of actionable and everyday approaches based on the experiences of young children, their families, and educators.