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Much more than simply recording events, pedagogical documentation
is a revolutionary educational approach that enables practitioners
to capture and understand the ways in which children learn and
think. Exploring the use of pedagogic documentation across five
different cultures, this book offers a unique insight into the
conditions and methods through which pedagogical documentation
might become an effective means of connecting teaching and
learning. By drawing on theory, research-based evidence and
practice, Understanding Pedagogic Documentation in Early Childhood
Education reveals pedagogic documentation as an instigator for
critical reflection on practice, for the creation of new
pedagogical approaches and improvements in quality. Observing and
documenting the lived educational experience of children and
practitioners is emphasised as a means of acknowledging their voice
and rights, of revealing their knowledge, their competences, their
attitudes and dispositions to learning. Offering contextualised
approaches and considering the challenges involved in observing and
documenting day-to-day practice in early childhood settings,
chapters encourage professionals to reflect and recognise the value
of documentation for children, staff members and the wider
community. Making a crucial contribution to the debates on
pedagogical documentation, Understanding Pedagogic Documentation in
Early Childhood Education offers researchers, students,
policy-makers and professionals a comprehensive, and multicultural
perspective on pedagogical documentation.
Much more than simply recording events, pedagogical documentation
is a revolutionary educational approach that enables practitioners
to capture and understand the ways in which children learn and
think. Exploring the use of pedagogic documentation across five
different cultures, this book offers a unique insight into the
conditions and methods through which pedagogical documentation
might become an effective means of connecting teaching and
learning. By drawing on theory, research-based evidence and
practice, Understanding Pedagogic Documentation in Early Childhood
Education reveals pedagogic documentation as an instigator for
critical reflection on practice, for the creation of new
pedagogical approaches and improvements in quality. Observing and
documenting the lived educational experience of children and
practitioners is emphasised as a means of acknowledging their voice
and rights, of revealing their knowledge, their competences, their
attitudes and dispositions to learning. Offering contextualised
approaches and considering the challenges involved in observing and
documenting day-to-day practice in early childhood settings,
chapters encourage professionals to reflect and recognise the value
of documentation for children, staff members and the wider
community. Making a crucial contribution to the debates on
pedagogical documentation, Understanding Pedagogic Documentation in
Early Childhood Education offers researchers, students,
policy-makers and professionals a comprehensive, and multicultural
perspective on pedagogical documentation.
Pathways to Professionalism in Early Childhood Education and Care
is concerned with a growing interest from policy and research in
the professionalisation of the early childhood workforce.
Illustrated by in-depth case studies of innovative and sustainable
pathways to professionalisation, it recognises the importance of a
systemic approach to professionalisation across all levels of the
early childhood. The authors of this wide-ranging book share
insights of professionalism from various European countries and
suggest that professionalism in early childhood unfolds best in a
'competent system'. This book considers a broad range of
international issues including Continuous professional support and
quality Early Childhood education and care staff with different
qualifications in professional development processes. How personal
attitudes and competence of educators are related to the wider
system of competent teams, leadership, collaboration across
services and competent governance From research to policy: the case
of early childhood and care Pathways to Professionalism in Early
Childhood Education and Care is a crucial and fascinating read for
professionals working in the sector and contributes to broadening
views on what professionalism in early childhood can mean within a
'competent system'.
Pathways to Professionalism in Early Childhood Education and Care
is concerned with a growing interest from policy and research in
the professionalisation of the early childhood workforce.
Illustrated by in-depth case studies of innovative and sustainable
pathways to professionalisation, it recognises the importance of a
systemic approach to professionalisation across all levels of the
early childhood. The authors of this wide-ranging book share
insights of professionalism from various European countries and
suggest that professionalism in early childhood unfolds best in a
'competent system'. This book considers a broad range of
international issues including Continuous professional support and
quality Early Childhood education and care staff with different
qualifications in professional development processes. How personal
attitudes and competence of educators are related to the wider
system of competent teams, leadership, collaboration across
services and competent governance From research to policy: the case
of early childhood and care Pathways to Professionalism in Early
Childhood Education and Care is a crucial and fascinating read for
professionals working in the sector and contributes to broadening
views on what professionalism in early childhood can mean within a
'competent system'.
This open access book is about the successes and challenges of the
institutions and individuals who transformed early child education
and care (ECEC) in Central Eastern Europe(CEE)/Eurasia in response
to the political transitions to democracy in the 1990s. Through new
interviews and unpublished reports, the book gives voice to
committed practitioners, researchers and policymakers who are
developing inspiring services for and with young children and their
families, who live in very difficult circumstances. They work with
children affected by war, refugee families with young children,
children who live in poverty, children of minorities, and children
with disabilities and developmental delays. The voices of these
pedagogues and experts who were supported by the Open Society
Foundations Early Childhood Program, as well as voices of parents,
government, and NGO leaders, bring inspiring messages to those in
the field of early childhood. The book traces the extension of
programs to Africa and Asia and explores how strategies used to
transform ECEC following the political and social transformations
in CEE/Eurasia can inform responsive reforms and innovations in
early childhood education today and in the future. The ebook
editions of this book are available open access under a CC BY-NC-ND
4.0 licence on bloomsburycollections.com. Open access was funded by
Open Society Foundation (OSF).
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