• Education

Children, Development and Education

Cultural, Historical, Anthropological Perspectives
Author: Michalis Kontopodis,Christoph Wulf,Bernd Fichtner
Publisher: Springer Science & Business Media
ISBN: 9789400702431
Category: Education
Page: 264
View: 853
Historical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices. This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, “Culture, History and Child Development”, and “Gender, Performativity and Educational Practice”, this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.

    • Education

International Perspectives on Early Childhood Education and Care

Early Childhood Education in the 21st Century
Author: Susanne Garvis,Sivanes Phillipson,Heidi Harju-Luukkainen
Publisher: Routledge
ISBN: 1351397915
Category: Education
Page: 260
View: 8936
The first volume in this Early Childhood Education and Care in the 21st Century: International Teaching, Family and Policy Perspectives miniseries provides a snapshot of early childhood education and care from 19 different countries around the world. The intention is to provide a description for the policy and provision for young children and their families in each of the unique contemporary contexts. The selection of countries includes every continent in the world to provide variety across cultures, socio-economic status, location, population and other unique factors. Some chapters also share the development and history of early childhood in their country, including economic and political transitions that lead to changes in early childhood provision and policy. The book provides essential takeaways for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood education within an international perspective.

    • Education

Handbook of International Perspectives on Early Childhood Education


Author: Jaipaul L. Roopnarine,James E. Johnson,Suzanne Flannery Quinn,Michael M. Patte
Publisher: Routledge
ISBN: 1317203615
Category: Education
Page: 454
View: 1263
The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education (ECE), child development, cultural and cross-cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US, and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies, and political science.

    • Education

The ‘Poor Child’

The cultural politics of education, development and childhood
Author: Lucy Hopkins,Arathi Sriprakash
Publisher: Routledge
ISBN: 131780726X
Category: Education
Page: 210
View: 9291
Why are development discourses of the ‘poor child’ in need of radical revision? What are the theoretical and methodological challenges and possibilities for ethical understandings of childhoods and poverty? The ‘poor child’ at the centre of development activity is often measured against and reformed towards an idealised and globalised child subject. This book examines why such normative discourses of childhood are in need of radical revision and explores how development research and practice can work to ‘unsettle’ the global child. It engages the cultural politics of childhood – a politics of equality, identity and representation – as a methodological and theoretical orientation to rethink the relationships between education, development, and poverty in children’s lives. This book brings multiple disciplinary perspectives, including cultural studies, sociology, and film studies, into conversation with development studies and development education in order to provide new ways of approaching and conceptualising the ‘poor child’. The researchers draw on a range of methodological frames – such as poststructuralist discourse analysis, arts based research, ethnographic studies and textual analysis – to unpack the hidden assumptions about children within development discourses. Chapters in this book reveal the diverse ways in which the notion of childhood is understood and enacted in a range of national settings, including Kenya, India, Mexico and the United Kingdom. They explore the complex constitution of children’s lives through cultural, policy, and educational practices. The volume’s focus on children’s experiences and voices shows how children themselves are challenging the representation and material conditions of their lives. The ‘Poor Child’ will be of particular interest to postgraduate students and scholars working in the fields of childhood studies, international and comparative education, and development studies.

    • Education

Children's Play and Development

Cultural-Historical Perspectives
Author: Ivy Schousboe,Ditte Winther-Lindqvist
Publisher: Springer Science & Business Media
ISBN: 9400765797
Category: Education
Page: 265
View: 2868
This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.

    • Education

Men, Masculinities and Teaching in Early Childhood Education

International perspectives on gender and care
Author: Simon Brownhill,Jo Warin,Inga Wernersson
Publisher: Routledge
ISBN: 131763165X
Category: Education
Page: 155
View: 7993
This stimulating book sets out to critically explore the notion of men, masculinities and teaching in early childhood education. It addresses the global pattern of gender, teaching and care where men are in the minority, and explores the notion that the greater involvement of men within teaching and associated professions has the potential to transform gender relations for future generations. International contributors raise critical questions about the construction of masculinities, the continuing reluctance of men to engage in this type of work, and the influence of political and public debates on the issue. Through this engaging discussion readers are asked to question whether this is something that we should care about, with key topics including: The roles of men in education and care Teachers’ beliefs, norms and values of gender equality The construction of male identities Gendered ideals, and children’s interpretations of gender. Men, Masculinities and Teaching in Early Childhood Education brings together a refreshing and critical set of perspectives linked to an increasingly important educational debate and will be a valuable text for practitioners, professionals, policy makers and parents/carers.

    • Social Science

Learning from the Children

Childhood, Culture and Identity in a Changing World
Author: Jacqueline Waldren,Ignacy-Marek Kaminski
Publisher: Berghahn Books
ISBN: 0857453254
Category: Social Science
Page: 192
View: 3661
Children and youth, regardless of their ethnic backgrounds, are experiencing lifestyle choices their parents never imagined and contributing to the transformation of ideals, traditions, education and adult-child power dynamics. As a result of the advances in technology and media as well as the effects of globalization, the transmission of social and cultural practices from parents to children is changing. Based on a number of qualitative studies, this book offers insights into the lives of children and youth in Britain, Japan, Spain, Israel/Palestine, and Pakistan. Attention is focused on the child's perspective within the social-power dynamics involved in adult-child relations, which reveals the dilemmas of policy, planning and parenting in a changing world.

    • Education

Handbook of International Perspectives on Early Childhood Education


Author: Jaipaul L. Roopnarine,James E. Johnson,Suzanne Flannery Quinn,Michael M. Patte
Publisher: Routledge
ISBN: 1317203615
Category: Education
Page: 454
View: 8201
The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education (ECE), child development, cultural and cross-cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US, and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies, and political science.

    • Psychology

I Activate You To Affect Me


Author: Carlos Cornejo,Giuseppina Marsico,Jaan Valsiner
Publisher: IAP
ISBN: 1641130725
Category: Psychology
Page: 323
View: 8485
The second volume of Annals of Cultural Psychology is dedicated to the affective nature of human social relationships with the environment. The chapters here included explore the historical, theoretical and practical dimensions of the concept of affectivating originally introduced by one of us (Valsiner, 1999), as a potential tool of inquiry into the affectivesensitive dimension of psychological life within a culturalpsychological framework. The concept of affectivating involves two psychological dimensions often undervalued or even obliterated from contemporary cultural psychology, namely the affective involvement and the agentivity of people in their social encounters. Through several examples ‘feelingathome’, silence spaces and rituals, memorials, music and poetry, among others we show individual’s concrete actions in mundane everyday life aim to give an affective personal sense to the world around. This focuses on the primary affective nature of human meaning construction that guides the person in one’s continuing feelingintotheworld. At a theoretical level the notion of affectivation challenges contemporary Cultural Psychology to rescue subjectivity, not only symbolism. Affectivation propounds a return to the long, but partially forgotten, organismic tradition, represented in the history by thinkers like Wilhelm Dilthey, Jakob von Uexküll and Kurt Goldstein. Cultural psychology has to bring semiosis back to the vital background of human experience.

    • Psychology

International Perspectives on Early Childhood Research

A Day in the Life
Author: J. Gillen,C. Cameron
Publisher: Springer
ISBN: 0230251374
Category: Psychology
Page: 202
View: 2183
Presenting an innovative take on researching early childhood, this book provides an international comparison of the cultural and familial influences that shape the growth of young children. The book presents a unique methodology, and includes chapters on musicality, security, humour and eating.

    • Education

Contemporary Debates in Childhood Education and Development


Author: Sebastian Suggate,Elaine Reese
Publisher: Routledge
ISBN: 1136295666
Category: Education
Page: 352
View: 6050
What are the risks and benefits of non-parental care for young children? What are the short- and long-term effects of academically vs. play-focused environments for learning? How and when should we teach reading? What are the purposes of Education? What is the best way to teach mathematics to children, from preschool and beyond? Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches. Spanning a broad spectrum of issues, this book covers: Phonic and whole language reading approaches The developmental effect of non-parental childcare The value of pre-school academic skill acquisition The most effective methods of teaching mathematics Standardized assessment – does it work? The role of electronic media and technology The pedagogical value of homework The value of parents’ reading to children. This book combines breadth of vision with cutting edge research and is a ‘must have’ resource for researchers, students and policy makers in the fields of education and child development.

    • Education

Early Years Second Language Education

International perspectives on theory and practice
Author: Sandie Mourão,Mónica Lourenço
Publisher: Routledge
ISBN: 1134507801
Category: Education
Page: 240
View: 4944
The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

    • Education

Research Partnerships in Early Childhood Education

Teachers and Researchers in Collaboration
Author: Judith Duncan
Publisher: Springer
ISBN: 1137346884
Category: Education
Page: 172
View: 5662
Duncan and Conner demonstrate how collaborative research on early childhood education results in gains for educators, researchers, and children alike. Drawing on examples of successful partnerships from Canada, Australia, and New Zealand, they set out the successes, struggles, insights, and opportunities that come from such partnerships.

    • Psychology

Child Development

Theories and Critical Perspectives
Author: Rosalyn H. Shute,Phillip T. Slee
Publisher: Routledge
ISBN: 1317665074
Category: Psychology
Page: 310
View: 8872
Child Development: Theories and Critical Perspectives provides an engaging and perceptive overview of both well-established and recent theories in child and adolescent psychology. This unique summary of traditional scientific perspectives alongside critical post-modern thinking will provide readers with a sense of the historical development of different schools of thought. The authors also place theories of child development in philosophical and cultural contexts, explore links between them, and consider the implications of theory for practice in the light of the latest thinking and developments in implementation and translational science. Early chapters cover mainstream theories such as those of Piaget, Skinner, Freud, Maccoby and Vygotsky, whilst later chapters present interesting lesser-known theorists such as Sergei Rubinstein, and more recent influential theorists such as Esther Thelen. The book also addresses lifespan perspectives and systems theory, and describes the latest thinking in areas ranging from evolutionary theory and epigenetics, to feminism, the voice of the child and Indigenous theories. The new edition of Child Development has been extensively revised to include considerable recent advances in the field. As with the previous edition, the book has been written with the student in mind, and includes a number of useful pedagogical features including further reading, discussion questions, activities, and websites of interest. Child Development: Theories and Critical Perspectives will be essential reading for students on advanced courses in developmental psychology, education, social work and social policy, and the lucid style will also make it accessible to readers with little or no background in psychology.

    • Education

Contemporary Perspectives on Early Childhood Education


Author: Nicola Yelland
Publisher: McGraw-Hill Education (UK)
ISBN: 033524081X
Category: Education
Page: 287
View: 3594
This book considers and interrogates a range of new and critical issues in contemporary early childhood education. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks.

    • Education

Young Children Playing and Learning in a Digital Age

a Cultural and Critical Perspective
Author: Christine Stephen,Susan Edwards
Publisher: Routledge
ISBN: 1317224973
Category: Education
Page: 160
View: 7144
Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.

    • Education

Learning in the Global Era

International Perspectives on Globalization and Education
Author: Marcelo Suarez-Orozco
Publisher: Univ of California Press
ISBN: 0520941497
Category: Education
Page: 335
View: 714
An international gathering of leading scholars, policymakers, and educators takes on some of the most difficult and controversial issues of our time in this groundbreaking exploration of how globalization is affecting education around the world. The contributors, drawing from innovative research in both the social sciences and the neurosciences, examine the challenges and opportunities now facing schools as a result of massive migration flows, new economic realities, new technologies, and the growing cultural diversity of the world's major cities. Writing for a wide audience, they address such questions as: How do we educate all youth to develop the skills and sensibilities necessary to thrive in globally linked, technologically interconnected economies? What can schools do to meet the urgent need to educate growing numbers of migrant youth at risk of failure in societies already divided by inequality? What are the limits of cultural tolerance as tensions over gender, religion, and race threaten social cohesion in schools and neighborhoods alike? Bringing together scholars with deep experience in Africa, the Americas, Asia, Europe, and the Middle East, this work, grounded in rich examples from everyday life, is highly relevant not only to scholars and policymakers but also to all stakeholders responsible for the day-to-day workings of schools in cities across the globe.

    • Education

Children's Literacy Development


Author: Catherine McBride-Chang
Publisher: Routledge
ISBN: 1444144685
Category: Education
Page: 224
View: 8997
This introduction to child literacy development looks at the subject from an international perspective and is appropriate for students and professionals across a wide-range of disciplines.

    • Social Science

Anthropology and Child Development

A Cross-Cultural Reader
Author: Robert A. LeVine,Rebecca S. New
Publisher: Wiley-Blackwell
ISBN: 9780631229766
Category: Social Science
Page: 334
View: 7737
This unprecedented collection of articles is an introduction to the study of cultural variations in childhood across the world and to the theoretical frameworks for investigating and interpreting them. Presents a history of cross-cultural approaches to child-development Recent articles examine diverse contexts of childhood in ecological, semiotic, and sociolinguistic terms Includes ethnographic studies of childhood in the Pacific, Africa, Latin America, East Asia, Europe and North America Illuminates the process through which people become the bearers of culturally/historically specific identities Serves as an ideal text for anthropology courses focusing on childhood, as well as classes on development psychology

    • Language Arts & Disciplines

Language Policies and (Dis)Citizenship

Rights, Access, Pedagogies
Author: Prof. Vaidehi Ramanathan
Publisher: Multilingual Matters
ISBN: 1783090219
Category: Language Arts & Disciplines
Page: 272
View: 4483
This volume explores the concept of 'citizenship', and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as 'under what local conditions does "dis-citizenship" happen?'; 'what role do language policies and pedagogic practices play?' and 'what kinds of margins and borders keep humans from fully participating'? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.