Bøger i Thinking About Pedagogy in Early Childhood Education serien

Recognising cultural, ethical and geographical influences which impact the development of a child's identity, this insightful text explores the role of early childhood practitioners and settings in nurturing the child's sense of being and belonging and helps students engage critically with the concept of identity-formation.

Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one's own practices, policies and beliefs.

Asking key questions about how policies impact on children's early years and rethinking the ways in which young children's learning becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.

Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one's own practices, policies and beliefs.

Asking key questions about how policies impact on children¿s early years and rethinking the ways in which young children¿s learning becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.

In this essential text, contributors from a range of countries and cultures explore approaches to recognizing, respecting and integrating children¿s viewpoints in early childhood settings and practice. Considering the role of the environment, the practitioner, the wider community, and policy, chapters provoke group discussion and extend thinking.

In this essential text, contributors from a range of countries and cultures explore approaches to recognizing, respecting and integrating children's viewpoints in early childhood settings and practice. Considering the role of the environment, the practitioner, the wider community, and policy, chapters provoke group discussion and extend thinking.

Recognising cultural, ethical and geographical influences which impact the development of a child¿s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing the child¿s sense of being and belonging and helps students engage critically with the concept of identity-formation.