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Taking a broad approach, Beyond Quality in Early Childhood
Education and Care relates issues of early childhood to the
sociology of childhood, philosophy, ethics, political science and
other fields and to an analysis of the world we live in today. It
places these issues in a global context and draws on work from
Canada, Sweden and Italy, including the world famous nurseries in
Reggio Emilia. Working with postmodern ideas, this book questions
the search to define and measure quality in the early childhood
field and its tendency to reduce philosophical issues of value to
purely technical and managerial issues of expert knowledge and
measurement. With a brand new Preface to this classic text, the
authors argue that there are other ways than the 'discourse of
quality' for understanding and evaluating early childhood
pedagogical work and relate these to alternative ways of
understanding early childhood itself and the purposes of early
childhood institutions.
Diversity can be a rich source of possibility and opportunity in
early childhood education. Appreciating that learning and
development are shaped by culture and context, history and values,
the diversity of cases found in this volume provide a useful
tension in considering one's own practices, policies and beliefs.
Pedagogies for Diverse Contexts draws on the knowledge and
professional experiences of actors from a wide range of countries
and cultures. For some, early childhood's dominant narratives have
been influential, while others push back against universalistic
orientations and the power of a neoliberal hegemonic agenda.
Written to provoke, to stimulate and to extend thinking, these
chapters provide insights and examples relevant not only for
front-line practice and programme development, but for education,
assessment, research and policy development. The twelve 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 varied international practices, this key text will
enhance understanding, support self-directed learning, and provoke
thinking at both graduate and postgraduate levels, particularly in
the field of early childhood education and care.
Diversity can be a rich source of possibility and opportunity in
early childhood education. Appreciating that learning and
development are shaped by culture and context, history and values,
the diversity of cases found in this volume provide a useful
tension in considering one's own practices, policies and beliefs.
Pedagogies for Diverse Contexts draws on the knowledge and
professional experiences of actors from a wide range of countries
and cultures. For some, early childhood's dominant narratives have
been influential, while others push back against universalistic
orientations and the power of a neoliberal hegemonic agenda.
Written to provoke, to stimulate and to extend thinking, these
chapters provide insights and examples relevant not only for
front-line practice and programme development, but for education,
assessment, research and policy development. The twelve 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 varied international practices, this key text will
enhance understanding, support self-directed learning, and provoke
thinking at both graduate and postgraduate levels, particularly in
the field of early childhood education and care.
Taking a broad approach, Beyond Quality in Early Childhood
Education and Care relates issues of early childhood to the
sociology of childhood, philosophy, ethics, political science and
other fields and to an analysis of the world we live in today. It
places these issues in a global context and draws on work from
Canada, Sweden and Italy, including the world famous nurseries in
Reggio Emilia. Working with postmodern ideas, this book questions
the search to define and measure quality in the early childhood
field and its tendency to reduce philosophical issues of value to
purely technical and managerial issues of expert knowledge and
measurement. With a brand new Preface to this classic text, the
authors argue that there are other ways than the 'discourse of
quality' for understanding and evaluating early childhood
pedagogical work and relate these to alternative ways of
understanding early childhood itself and the purposes of early
childhood institutions.
Something Went Wrong? / Right! Real Studies of Leadership in
Cross-Cultural Ministry consists of 37 brief stories that originate
from the cross-cultural development and leadership work of
linguistic experts Alan Robert Pence and his wife, Patricia. After
each story, discussion sections feature leadership issues and
relevant scriptures. This is a comprehensive training resource for
those going into leadership in cross-cultural ministry and in other
nonprofit organizations. Alan Robert Pence and his wife began
training and service with Wycliffe Bible Translators and SIL
International in 1956. Following their arrival in Papua, New Guinea
in 1959, they worked with the Kunimaipa (Gajili) Language Group as
linguists and translators. In their five-year assignment, Alan
learned to speak Kunimaipa, analyzed the grammar, compiled a
dictionary, researched and got approval for an alphabet, and
translated an abridged form of the book of Genesis. If you believe
that experience is the best teacher, Al Pence's collection of real
situations over many years is a 'must read' for anyone involved in
or interested in international mission work. His ability to link
real world situations to biblical references for guidance is
outstanding. - Gerald Van Eeckhout, Retired Executive and
Professor, University of Shanghai Alan Robert Pence received an MA
in linguistics from the University of California at Los Angeles. He
was elected director of the Papua New Guinea Branch of SIL
International and later became vice president for international
operations. He was director for language and translation work among
North American Indians, worked as vice president for the Asia
region, and served SIL until 1999. Alan and Pat now live in
Evergreen, Colorado. http://sbpra.com/AlanRobertPence
Early childhood, from birth through school entry, was largely
invisible worldwide as a policy concern for much of the twentieth
century. Children, in the eyes of most countries, were 'appendages'
of their parents or simply embedded in the larger family structure.
The child did not emerge as a separate social entity until school
age (typically six or seven). 'Africa's Future, Africa's Challenge:
Early Childhood Care and Development in Sub-Saharan Africa' focuses
on the 130 million children south of the Sahel in this 0-6 age
group. This book, the first of its kind, presents a balanced
collection of articles written by African and non-African authors
ranging from field practitioners to academicians and from members
of government organizations to those of nongovernmental and local
organizations. 'Africa's Future, Africa's Challenge' compiles the
latest data and viewpoints on the state of Sub-Saharan Africa's
children. Topics covered include the rationale for investing in
young children, policy trends in early childhood development (ECD),
historical perspectives of ECD in Sub-Saharan Africa including
indigenous approaches, new threats from HIV/AIDS, and the
importance of fathers in children's lives. The book also addresses
policy development and ECD implementation issues; presents the ECD
programming experience in several countries, highlighting best
practices and challenges; and evaluates the impact of ECD programs
in a number of countries.
`Not only does this book offer a great deal of insight into
evaluating early childhood services, it also provides a focal point
for those interested in establishing goals, objectives and
evaluation criteria for their own early childhood programmes' -
Early Years `Quality' has become a priority issue for all concerned
with early childhood care and education services. Starting from the
premise that `quality' is a relative and dynamic concept based on
values and beliefs, Valuing Quality in Early Childhood Services
examines how the definitions of quality are established and who is
involved in their establishment. The book advocates that the
process should involve a range of stakeholder groups, including
children, parents, staff, care providers, researchers, employers
and the community. A key issue that emerges is the need for new and
creative approaches to the development of an inclusionary process
in the definitions and attainment of quality care.
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