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Full Description
Recognizing the various ecological contexts that support children's development while amplifying voices from across the globe, this book challenges narrow interpretations of quality and best practice. Each author offers a unique perspective on issues germane to the field of early childhood education: perceptions of children, curriculum, teacher education, and play-based learning. An innovative, timely, and much-needed contribution, this book represents an inclusive collection of theoretical and cultural knowledge, as well as research. Such a diverse multicentric lens opens new intellectual pathways for authentic, reciprocal knowledge exchange, while ensuring that a reimagining of early childhood education remains at the core of our teaching practice, scholarship, and activism. This book invites everyone to imagine, to dare to believe, to hope, and to act—in the interests of children, in the interests of communities and families, and in the moral precepts of equity, inclusion and justice.
Contents
Part 1. Reconceptualising Quality: Perceptions of the Child.- Chapter 1. The child as "Other": The Duality of the other and the pedagogy of care.- Chapter 2. The role of the critical paradigm and revisiting the image of the child as a social agent.- Part 2. Reconceptualising quality: Classroom practices.- Chapter 3. Every Learner Succeeds: Reconceptualising Quality in Early Childhood in the Organisation of the Eastern Caribbean States.- Chapter 4. Towards a balanced early-years curriculum: Awakening to foreign languages illustrated.- Chapter 5. Rethinking an Early Care and Education Program: Responding to Changes in Community Demographics.- Chapter 6. Indigenous children's 'ways of knowing' - exploring literacy learning for Indigenous preschool children in remote communities in Australia.- Part 3. Reconceptualising Quality: Teacher Education/Teacher training.- Chapter 7: Questioning quality in early childhood teacher education through the lens of culture.- Chapter 8. Knowing differently/Teaching differently: Transforming a Teacher Education Program.- Chapter 9. Management of Early Childhood Education Provision in Tanzania: Structure, Prospects and Challenges.- Part 4. Reconceptualising Quality: Play-based learning.- Chapter 10. An anti-racist perspective of play-based learning.- Chapter 11. The Case of a Self-Developed Community of Learners Outdoors: Benefits and Challenges for Stay-At-Home-Moms and Their Toddlers.
