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This text offers students rich local cultural examples of Early
Childhood Education from around the world. Informed by first-hand
research and practice, the book provides authentic snapshots of ECE
from countries, including Afghanistan, Australia, Ghana, Nigeria,
Brazil, Eswatini, Mongolia, Nepal, Sami children of Finland, and
Syrian refugee children, enabling readers to better understand the
wider determinants influencing the multiplicity and diversity of
children's daily experiences. With expert contributors drawn from
across the world, this book is essential reading for those
interested in global perspectives on early childhood. Dr Naomi
McLeod is a Senior Lecturer in Early Childhood Education at
Liverpool John Moores University. Dr Emem E.Okon develops
professional development programmes for educational practitioners
in Nigeria. Diane Garrison is an anti-racist, educator, leader and
community mentor. Dr Diane Boyd is a Senior Lecturer in Early
Childhood Education at Liverpool John Moores University. Dr Angela
Daly is a Reader in Education and Global Learning at Liverpool John
Moores University.
This forward-thinking text challenges educators to think about and
question the purpose of education and explores international
understandings of the role played by early years professionals in
promoting participatory, ethical and reflexive practice which
benefits children as independent decision-makers. By exploring the
different perspectives, concepts and practices adopted in early
childhood settings in Denmark, Finland, Aotearoa, New Zealand and
Sweden, Empowering Early Childhood Educators demonstrates the
potential of participatory and democratic approaches in day-to-day
practice. Illustrating how pedagogical approaches such as Te
Whariki, Reggio Emilia and the Montessori method may be understood
and interpreted to maximise children's engagement in their
socio-cultural context, chapters empower educators to question
their professional experience, knowledge and initiative to find a
balance between directives and ethical practice. A rich combination
of case studies, commentaries, interviews and conversations, the
text offers critical insight into the daily practices and
challenges of early years educators around the world and inspires
critical reflection on practices which empower them. A powerful
revaluation of the purposes and value of early childhood education,
Empowering Early Childhood Educators will be of interest to early
years practitioners, students and researchers.
This forward-thinking text challenges educators to think about and
question the purpose of education and explores international
understandings of the role played by early years professionals in
promoting participatory, ethical and reflexive practice which
benefits children as independent decision-makers. By exploring the
different perspectives, concepts and practices adopted in early
childhood settings in Denmark, Finland, Aotearoa, New Zealand and
Sweden, Empowering Early Childhood Educators demonstrates the
potential of participatory and democratic approaches in day-to-day
practice. Illustrating how pedagogical approaches such as Te
Whariki, Reggio Emilia and the Montessori method may be understood
and interpreted to maximise children's engagement in their
socio-cultural context, chapters empower educators to question
their professional experience, knowledge and initiative to find a
balance between directives and ethical practice. A rich combination
of case studies, commentaries, interviews and conversations, the
text offers critical insight into the daily practices and
challenges of early years educators around the world and inspires
critical reflection on practices which empower them. A powerful
revaluation of the purposes and value of early childhood education,
Empowering Early Childhood Educators will be of interest to early
years practitioners, students and researchers.
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