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This book draws on the perspectives of leading German scholars to
provide a systematic overview of early childhood education and care
(ECEC) in Germany, furthering international understanding of the
complexities involved in ECEC topics in Germany. The book provides
a unique insight into parts of German ECEC rarely seen outside of
the country. Offering in-depth insights into historical
developments, theoretical approaches and empirical research, the
volume discusses Germany's long tradition in ECEC against the
backdrop of Froebel and other pedagogues and traditions. Chapters
consider ECEC in Germany from the perspectives of theory,
institutions and professionalization. The book draws on
international literature and current debates to highlight the
features and peculiarities of ECEC in Germany, contributing to
dialogue on research into early childhood education and care.
Providing a much-needed, internationally relevant insight into ECEC
in Germany, this text will be essential reading for academics,
researchers and post-graduate students involved in the field of
early childhood education, international education, educational
theory, and those researching educational policy and politics more
widely.
The importance of early childhood education has been emphasized by
a large body of research that has demonstrated that children's
cognitive and socio-emotional development is significantly
influenced by the quality of the education and care received from
their families and in preschool. Consequently, it is important to
investigate factors that pertain to the provision of a high-quality
education and high-quality care for young children. This book
addresses several important issues that are currently under
discussion with respect to this topic. In particular, the book
focuses on three topics presently under debate: the
professionalization of pedagogues working in the field of early
childhood education; the quality of education and care provided by
families and preschools; and the promotion of children from
socio-economically disadvantaged families. Providing an excellent
overview of current research in Germany, this book will be useful
to readers who are interested in international perspectives on
early childhood education and who want to gain insight into
relevant topics discussed in other countries. This book was
originally published as a special issue of Early Child Development
and Care.
The importance of early childhood education has been emphasized by
a large body of research that has demonstrated that children's
cognitive and socio-emotional development is significantly
influenced by the quality of the education and care received from
their families and in preschool. Consequently, it is important to
investigate factors that pertain to the provision of a high-quality
education and high-quality care for young children. This book
addresses several important issues that are currently under
discussion with respect to this topic. In particular, the book
focuses on three topics presently under debate: the
professionalization of pedagogues working in the field of early
childhood education; the quality of education and care provided by
families and preschools; and the promotion of children from
socio-economically disadvantaged families. Providing an excellent
overview of current research in Germany, this book will be useful
to readers who are interested in international perspectives on
early childhood education and who want to gain insight into
relevant topics discussed in other countries. This book was
originally published as a special issue of Early Child Development
and Care.
How children's development is shaped by Early Childhood Education
and Care (ECEC) classrooms and especially by teacher-child
interactions in those settings is a major issue in research and
politics, which has been researched for several decades. This book
investigates this important topic by raising three overarching
questions: (1) What are 'good' teacher-child interactions and how
they can be measured? (2) Which individual and/or contextual
aspects are associated with teacher-child interactions? (3) What is
the impact of teacher-child interactions on the development of
children's competencies? The book ties in these fundamental
questions with educational research by bringing together
international studies from interdisciplinary backgrounds and
presenting current research on the characteristics, predictivity,
dependency, and methodological issues of teacher-child interactions
in ECEC classrooms. The considered studies conducted in Australia,
Austria, Finland, Germany, Greece and Portugal each aim to enrich
the scientific discourse and provide fruitful implications for
policy and practice. This book was originally published as a
special issue of the Research Papers in Education journal.
This book discusses opportunities and limitations to democratic
participation in institutions and organizations across the life
course. It demonstrates that democratic participation is not
something that is learned once and for all and applied in formal
political settings, but something that is lived every day
throughout life in various contexts. Institutions and organizations
frame human lives and strongly determine the ability to participate
and co-determine their communities. They are places for learning,
deliberation and the development of the common good. The book
conceptually and empirically analyses the potential of democratic
participation within various institutions. The contributions range
from early childhood institutions, schools, youth programs,
workplaces, and vocational education to cultural organizations and
nursing homes for the elderly. The book thereby provides a
cross-sectional and interdisciplinary knowledge base to inspire
future research and practical efforts to promote democratic
participation within and across institutions around the world.
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