Full Description
Asking key questions about how policies and systems impact on children's early years and rethinking the ways in which young children's learning and development becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.
Challenging the Intersection of Policy with Pedagogy explores symbiotic dynamics between policy and practice in the early years to consider the implications of policies relating to documentation, professional well-being, mentoring, the role of the family, language development and diversity. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations will help students, educators, integrated service providers and policy makers engage critically with a variety of understandings of how policy and practice interact. Considering the role of learning environment, the practitioner, the wider community and policy, 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
Considering diverse settings and contexts, perspectives, policies and systems, 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.
Contents
List of illustrations List of acronyms Volume editors' acknowledgements Series editors' acknowledgements Series editors, volume editors and contributors Preface: trawling muddy waters SECTION ONE: Being alongside children Chapter 1: Pedagogical documentation: the intersection of children's learning and prescribed systems and policy Chapter 2: Conducting ethical professional inquiry alongside children: children as fellow researchers Chapter 3: Educators experimenting with common world pedagogies Editorial provocations: engaging readers and extending thinking SECTION TWO: Those who educate Chapter 4: Navigating complex systems Chapter 5: A North American perspective on understanding and nurturing professional well-being in the early childhood workplace Chapter 6: Shaped by policy: the positioning of mentoring within the early years sector in Singapore Editorial provocations: engaging readers and extending thinking SECTION THREE: Embedding families and communities Chapter 7: Seeing over the wall: growing policy from learning with families in contexts Chapter 8: Whose voice? balancing perspectives in children's language development in early childhood Chapter 9: Honoring family diversity: challenges of leading pedagogy in multi-ethnic societies - perspectives from South Africa Editorial provocations: engaging readers and extending thinking SECTION FOUR: Working with systems Chapter 10: Compliance in a landscape of complexity: regulation and educational leadership Chapter 11: Exploring intersections between systems, policy and pedagogy: critical reflection on an emerging system in Morocco Chapter 12: Being seen and being changed: problematising the role of 'quality' Early childhood education in the global education reform movement Editorial provocations: engaging readers and extending thinking Coda: thinking forward
