Integrating Community-Based Values with a Rights-Integrative Approach to Early Learning Through Early Childhood Curricula

2019 ◽  
pp. 1-19
Author(s):  
Rachel Caplan ◽  
Aurelia Di Santo ◽  
Colleen Loomis
Keyword(s):  
Early Childhood ◽  
Early Learning ◽  
Integrative Approach ◽  
Community Based

scholarly journals A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

2016 ◽  
Vol 41 (3) ◽  
pp. 38 ◽  
Author(s):  
Rachel Caplan ◽  
Colleen Loomis ◽  
Aurelia Di Santo
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Rights ◽  
Early Learning ◽  
Children’S Rights ◽  
Integrative Approach ◽  
Early Childhood Curriculum ◽  
Community Based ◽  
Curriculum Frameworks ◽  
Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

scholarly journals Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success

2013 ◽  
Vol 7 (1) ◽  
pp. 149-169 ◽  
Author(s):  
Susan E. Elliott-Johns ◽  
Ron Wideman ◽  
Glenda L. Black ◽  
Maria Cantalini-Williams ◽  
Jenny Guibert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Focus Groups ◽  
Early Learning ◽  
Early Years ◽  
Community Based ◽  
Policy Makers ◽  
Childhood Education ◽  
Early Years Education

The ongoing emphasis on early years education in Ontario provided a rich context for this research project, commissioned by The Learning Partnership (TLP), to evaluate a new provincial project called FACES (Family and Community Engagement Strategy). This initiative seeks to extend and enhance community-based, multi-agency partnerships that support young children and their families in successful transitions to school. Interview data from individuals and focus groups suggest re-thinking early childhood education practices to include innovative multi-agency, community-based partnerships. "Seven Keys to Success" in building multi-agency partnerships emerged from the data providing direction for educators and policy makers.

Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

scholarly journals The cultural spaces of young children: Care, play and learning patterns in early childhood among the Guji people of Ethiopia

2018 ◽  
Vol 9 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Tadesse Jaleta Jirata
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Community Based ◽  
Rural Villages ◽  
Social Actors ◽  
Ethnographic Fieldwork ◽  
Learning Patterns ◽  
Cultural Spaces

In this article, I address African indigenous knowledge of early childhood development by discussing young children’s cultural spaces of care, play and learning among the Guji people of Ethiopia. I analyze practices in the cultural spaces of young children and show how participatory community-based care and learning are pivotal in the tradition of early childhood development in the Guji people. Furthermore, I present the features of play and learning traditions in which young children are social actors in sustaining social interaction and stability in their neighborhoods. My discussion is based on data drawn from 10 months ethnographic fieldwork carried out in the rural villages of the Guji people.

scholarly journals KAMPUNG ORGANIK SEBAGAI MODEL PENDIDIKAN LINGKUNGAN BERBASIS MASYARAKAT BAGI ANAK USIA DINI DI KOTA SEMARANG

2018 ◽  
Vol 3 (2) ◽  
pp. 147
Author(s):  
Sukirman Sukirman ◽  
Rafika Bayu Kusumandari
Keyword(s):  
Early Childhood ◽  
Environmental Education ◽  
Urban Areas ◽  
Role Models ◽  
Development Program ◽  
Fruit Trees ◽  
Community Based ◽  
Urban Rural ◽  
Grinding Machine ◽  
The Village

<p><strong><em>Abstract.</em></strong><em> Organic village is the designation for the urban / rural are developing environmental management where whole communities to manage the environment by planting organic crops. Even they develop dengue mosquito eradication in a way that is natural to plant crops that are not favored by mosquitoes. Referring to the objectives to be achieved, the research program was designed with a "Research and Development", meaning that a program of research followed by development program for repair or improvements. To produce a prototype Organic Village Environmental Education As Model For Community-Based Early Childhood, taken systematic steps in the form of the process of action, reflection, evaluation and innovation by applying qualitative research methods, descriptive, development, experimentation and evaluation. This study aims to gain in-depth overview of the Organic Village Environmental Education As Model For Community-Based Early Childhood. Village of Krobokan becoming a pilot village for urban areas for environmental regulation. Every citizen of organic crops and other useful plants such as mosquito repellent plants, fruit trees, etc. In addition, it is promoting recycling bins, especially organic waste that leaves of trees that have fallen. The leaves are processed into compost, but before it becomes compost. These leaves, crushed in advance by using a grinding machine garbage. It is intended to order the leaves into small pieces, so that when inserted into the barrel composer of the leaf pieces faster into fertilizer. The finished compost directly used to fertilize plants that live in stalls in the village Krobokan. For environmental education in early childhood, conducted in three schools namely TK Pembina State Semarang, Semarang Lab School kindergarten and kindergarten An Nur Semarang. The third school to apply the concept of habituation and role models as well as cooperation with parents</em>.<em></em></p><p><strong><em>Keywords:</em></strong><strong> </strong><strong><em>Organic Village, Environmental Education</em></strong><strong><em>, Early Childhood</em></strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong>Abstrak. </strong>Desa organik adalah sebutan untuk perkotaan / pedesaan sedang mengembangkan manajemen lingkungan di mana seluruh masyarakat untuk mengelola lingkungan dengan menanam tanaman organik. Bahkan mereka mengembangkan pemberantasan nyamuk dengue dengan cara alami untuk menanam tanaman yang tidak disukai oleh nyamuk. Mengacu pada tujuan yang ingin dicapai, program penelitian dirancang dengan "Penelitian dan Pengembangan", yang berarti bahwa program penelitian diikuti oleh program pengembangan untuk perbaikan atau perbaikan. Untuk menghasilkan prototipe Pendidikan Lingkungan Desa Organik Sebagai Model Untuk Anak Berbasis Anak Usia Dini, diambil langkah sistematis dalam bentuk proses tindakan, refleksi, evaluasi dan inovasi dengan menerapkan metode penelitian kualitatif, deskriptif, pengembangan, eksperimen dan evaluasi. Penelitian ini bertujuan untuk memperoleh gambaran mendalam tentang Pendidikan Lingkungan Desa Organik Sebagai Model Untuk Anak Usia Dini Berbasis Komunitas. Desa Krobokan menjadi desa percontohan untuk daerah perkotaan untuk pengaturan lingkungan. Setiap warga negara dari tanaman organik dan tanaman berguna lainnya seperti tanaman pengusir nyamuk, pohon buah-buahan, dll. Selain itu, mempromosikan sampah daur ulang, terutama sampah organik yang meninggalkan pohon yang telah jatuh. Daunnya diolah menjadi kompos, tetapi sebelum menjadi kompos. Daun-daun ini, dihancurkan terlebih dahulu dengan menggunakan mesin penggilingan sampah. Hal ini dimaksudkan untuk memesan daun menjadi potongan-potongan kecil, sehingga ketika dimasukkan ke dalam komposer barrel dari potongan daun lebih cepat menjadi pupuk. Kompos yang sudah jadi langsung digunakan untuk menyuburkan tanaman yang hidup di warung-warung di desa Krobokan. Untuk pendidikan lingkungan pada anak usia dini, dilakukan di tiga sekolah yaitu TK Pembina Negeri Semarang, TK Taman Kanak-Kanak Semarang dan TK An Nur Semarang. Sekolah ketiga menerapkan konsep habituasi dan model peran serta kerja sama dengan orang tua.</p><p><strong>Kata Kunci: Desa Organik, Pendidikan Lingkungan</strong><strong>, Anak Usia Dini</strong></p>

scholarly journals A Learning Journey through a Heart-Centered Book

2021 ◽  
Vol 1 (2) ◽  
pp. 95-100
Author(s):  
Wendy Allen ◽  
Lori Ryan
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Community Engagement ◽  
Sense Of Community ◽  
Graduate Program ◽  
Collective Learning ◽  
Community Based ◽  
Early Childhood Leadership ◽  
Personal Stories ◽  
Learning Journey

As faculty for a graduate program in early childhood leadership, we co-designed a course on community-based action research around Patricia Wilson’s book, The Heart of Community Engagement: Practitioner Stories from Across the Globe. In this review we share how it mirrored our own deepening sense of community engagement practices, and how our students engaged with this unique text on their individual and collective learning journeys. We share highlights from the text that reinforced our sense of liberatory pedagogy.  Wilson’s  personal  stories, as well as the stories of community-engaged practitioners across the globe , invite all of us to create our own purpose and intentions for the evolving path of facilitating change within ourselves and with others.    

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

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