Full Description
The Routledge Handbook of Philosophies and Theories of Early Childhood Education and Care brings together leading writers in the field to provide a much-needed, authoritative guide to the major philosophies and theories which have shaped approaches to Early Childhood Education and Care.
Providing a detailed overview of key concepts, debates and practical challenges, the handbook combines theoretical acumen with specific examples to show how philosophies and theories have evolved over the centuries and their impact on policy and society. It examines the ways in which societies define and make sense of childhood and the factors that influence the development of philosophies about young children and their learning.
The collection offers an insight into the key theorists and considers how the economics and politics of their time and personal ideology influenced their ideas about childhood. It looks at curricula and provision which have proved inspirational and how these have impacted on policy and practice in different parts of the world. The handbook also explores alternative and perhaps less familiar philosophies and ideas about babies and young children, their place in society and the ways in which it might be appropriate to educate them
Bringing together specially commissioned pieces by a range of international authors, this handbook will enable academics, research students, practitioners and policy-makers to reflect on their own understandings and approaches, as well as the assumptions made in their own and other societies.
Contents
Chapter 1 Introduction: challenging ideas Tricia David and Sacha Powell Section I: Philosophers and their philosophies of Early Childhood Education and Care Chapter 2 Constructions of nature and the emerging ideas on children's education and care Yordanka ValkanovaChapter 3 Friedrich Frobel Tina BruceChapter 4 Maria Montessori Patricia Giardiello Chapter 5 Rachel and Margaret McMillan: practice and politics Cathy Nutbrown and Peter Clough Chapter 6 John Dewey Joop Berding Section II: Theorists and their theoriesChapter 7 The long view: evolutionary theories of early childhood education and care Adam Boyette Chapter 8 Psychoanalytic theory, emotion and early years practice Peter Elfer Chapter 9 The legacy of John Bowlby's Attachment Theory Jools PageChapter 10 Exploring children's minds Tricia David Chapter 11 Theories of language development Kathy GoouchChapter 12 Theories about young children's peer relationships Elly SingerChapter 13 Theories of morality in early childhood Hsing-Chung LinChapter 14 From theories of play to playing with theory Sue Rogers Chapter 15 Theory of mind Stephen Tyler Chapter 16 Using post-colonial theory to critically re-frame the child development narrative Amita GuptaChapter 17 Postmodernist theorizing in ECEC: making the familiar strange in pursuit of social justice Jayne Osgood Chapter 18 Dialogic space theory Andrew Lambirth Section III: Influences of philosophies and theories on research, policy and practice Chapter 19 Human rights and children's rights Diana Strauss and Sacha Powell Chapter 20 Positivist scientific exploration - can universal truths and grand narratives be discovered in research about human beings? Sarah ChristieChapter 21 The rise of neuroscientific discourse in Early Childhood Kathy Hall and Alicia Curtin Chapter 22 The legacy of Vygotsky's cultural-historical methodology and its impact on early childhood research Marilyn Fleer Chapter 23 Narrative Inquiry in Early Childhood Education: pursuing the promise Travis S. Wright and Elizabeth E.Blair Chapter 24 Bronfenbrenner and the ecology of human development Nancy DarlingChapter 25 Reflection on one's practice: research about theories espoused by practitioners - the grand and the personal. Andrea Nolan and Bridie Raban Section IV: Inspirations: philosophies and theories in action. Chapter 26 Pedagogy of care for wellbeing Mary McMullen, Cary Buzzelli and Na Ra Yun Chapter 27 Inclusion: perspectives from South America Malva Villalón Bravo and María Jesus Viviani Chapter 28 Towards a creativity-rich curriculum for the wellbeing of children three to seven years old Jonathan BarnesChapter 29 Philosophy with young childrenChristopher Gilmore Chapter 30 The long history and continuing development of ECEC provision in Sweden and Norway Peder HaugChapter 31 Reggio Emilia Rosaleen Murphy,.Anna Ridgway, Maura Cuneen and Mary HorganChapter 32 Te Whariki. A uniquely woven curriculum shaping policy, pedagogy and practice in Aoteoroa New Zealand Helen May and Margaret CarrEpilogue Kathy Goouch and Sacha Powell
