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This book provides significant information regarding the policies
and provisions for early childhood teacher education programs in
universities in fourteen different countries. Early childhood
education and care (ECEC) is expanding rapidly across the globe
with unprecedented numbers of children attending EC centres,
requiring the investment in educators to provide good quality ECEC.
Yet, there is an inconsistent approach to early childhood teacher
preparation and the quality of existing programs is not known. Each
country's contributing author/s is/are well known in their field
for their in-depth knowledge of early childhood teacher education
programs including content, structure, and professional experience
that works within the scope of policy and registration agencies.
The chapters address the current situation of staffing-shortage or
oversupply-of early childhood teachers in their country. The book
informs policy regarding content of early childhood teacher
preparation programs and provides evidence of current courses
across many under-represented countries throughout the world. It
makes a significant contribution to understanding the environment
for early childhood teacher programs.
This book focuses on socioecological learning through the
touchstone concepts of the Anthropocene, the Posthuman and Common
Worlds as Creative Milieux. The editors and contributors explore,
situate and interrogate social learning through transdisciplinary
positionings, exemplars and theories. The eclectic and cohesive
chapters unfold as a journey that may inspire innovative and unique
understandings of the socioecological learner: insights that will
surely be paramount as we careen towards the 22nd century and all
of its as-yet-unknown challenges. Offering tangible and nuanced
practice for educational leadership in socioecological learning,
this pioneering book will be of interest and value to researchers
and educators at all levels. This volume is sure to appeal to
students and scholars of socioecological learning as well as the
Anthropocene and the Posthuman.
In an era in which environmental education has been described as
one of the most pressing educational concerns of our time, further
insights are needed to understand how best to approach the learning
and teaching of environmental education in early childhood
education. In this book we address this concern by identifying two
principles for using play-based learning early childhood
environmental education. The principles we identify are the result
of research conducted with teachers and children using different
types of play-based learning whilst engaged in environmental
education. Such play-types connect with the historical use of
play-based learning in early childhood education as a basis for
pedagogy. In the book 'Beyond Quality in ECE and Care' authors
Dahlberg, Moss and Pence implore readers to ask critical questions
about commonly held images of how young children come to construct
themselves within social institutions. In similar fashion, this
little book problematizes the taken-for-grantedness of the
childhood development project in service to the certain cultural
narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge
traditional conceptions of play-based learning through the medium
of environmental education. This book signals a turning point in
social thought grounded in a relational view of (environmental)
education as experiential, intergenerational, interspecies,
embodied learning in the third space. As Barad says, such work is
based in inter-actions that can account for the tangled spaces of
agencies. Through the deceptive simplicity of children's play, the
book stimulates deliberation of the real purposes of pedagogy and
of schooling. Paul Hart, University of Regina, Canada
This book provides significant information regarding the policies
and provisions for early childhood teacher education programs in
universities in fourteen different countries. Early childhood
education and care (ECEC) is expanding rapidly across the globe
with unprecedented numbers of children attending EC centres,
requiring the investment in educators to provide good quality ECEC.
Yet, there is an inconsistent approach to early childhood teacher
preparation and the quality of existing programs is not known. Each
country's contributing author/s is/are well known in their field
for their in-depth knowledge of early childhood teacher education
programs including content, structure, and professional experience
that works within the scope of policy and registration agencies.
The chapters address the current situation of staffing-shortage or
oversupply-of early childhood teachers in their country. The book
informs policy regarding content of early childhood teacher
preparation programs and provides evidence of current courses
across many under-represented countries throughout the world. It
makes a significant contribution to understanding the environment
for early childhood teacher programs.
This book focuses on socioecological learning through the
touchstone concepts of the Anthropocene, the Posthuman and Common
Worlds as Creative Milieux. The editors and contributors explore,
situate and interrogate social learning through transdisciplinary
positionings, exemplars and theories. The eclectic and cohesive
chapters unfold as a journey that may inspire innovative and unique
understandings of the socioecological learner: insights that will
surely be paramount as we careen towards the 22nd century and all
of its as-yet-unknown challenges. Offering tangible and nuanced
practice for educational leadership in socioecological learning,
this pioneering book will be of interest and value to researchers
and educators at all levels. This volume is sure to appeal to
students and scholars of socioecological learning as well as the
Anthropocene and the Posthuman.
This book examines the approaches, content and design, and
practices of current early childhood teacher preparation programs
in universities across Australia, and compares them with those in
Finland, Norway and Sweden. It is well established that investment
in good quality early childhood education yields the best outcomes
for children, and that there is significant correlation between
quality early childhood learning environments and qualified
teachers. As such, this book offers key insights into academic
approaches to the design, implementation and assessment of early
childhood teacher programs, and how these programs are shaped in
response to requirements and constraints, both within the
university context and beyond. This book provides a focus to inform
future practice for decision-makers of early childhood teacher
policy; researchers interested in improving the quality and status
of early childhood education; and assessors of early childhood
teacher programs.
Learning and Teaching in Early Childhood: Pedagogies of Inquiry and
Relationships is an introduction for early childhood educators
beginning their studies. Reflecting the fact that there is no
single correct approach to the challenges of teaching, this book
explores teaching through two lenses: teaching as inquiry and
teaching as relating. The first part of the book focuses on
inquiry, covering early childhood learning environments, learning
theories, play pedagogies, approaches to teaching and learning,
documentation and assessment, and the policy, curriculum and
regulatory requirements in Australia. The second part explores
relationships in early childhood contexts and covers topics such as
fostering meaningful and respectful relationships with children,
and working with families, staff and the wider community. Written
by well-respected academics in the field, Learning and Teaching in
Early Childhood is a vital resource for those entering the early
childhood education and care profession.
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