New Directions in Early Childhood Education Practice: International Developments and Practice Gaps

2018 ◽  
pp. 955-966
Author(s):  
Marilyn Fleer ◽  
Feiyan Chen ◽  
Bert van Oers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Practice ◽  
Childhood Education ◽  
New Directions ◽  
Practice Gaps

scholarly journals Understanding Inclusive Early Childhood Education: A Capability Approach

2012 ◽  
Vol 13 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Kathryn Underwood ◽  
Angela Valeo ◽  
Rebecca Wood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Capability Approach ◽  
Social Needs ◽  
Education Practice ◽  
Childhood Education ◽  
The Capability Approach

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

Ways of dealing with science learning: a study based on Swedish early childhood education practice

2016 ◽  
Vol 38 (11) ◽  
pp. 1867-1881 ◽  
Author(s):  
Laila Gustavsson ◽  
Agneta Jonsson ◽  
Agneta Ljung-Djärf ◽  
Susanne Thulin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Science Learning ◽  
Education Practice ◽  
Childhood Education

The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners

2019 ◽  
Vol 45 (1) ◽  
pp. 30-42
Author(s):  
Sandra Hesterman ◽  
Anna Targowska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Western Australia ◽  
Early Years ◽  
Education Practice ◽  
Childhood Education ◽  
Beliefs And Values ◽  
The Status ◽  
Study Participants

This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

scholarly journals Munsaka, E., & Kalinde, B. (2017) Laying the foundation for optimal outcomes in Early Childhood, University of Zambia Press, Lusaka, 172 pp. (A5), $12.00 (paperback), ISBN 978-9982-02-099-1

2019 ◽  
Vol 8 ◽  
pp. 254-260
Author(s):  
Gabriel Walubita
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
International Development ◽  
Education System ◽  
Education Practice ◽  
Childhood Education ◽  
Optimal Outcomes ◽  
Current Review ◽  
Development Literature

Although the provision of quality early childhood education has been acknowledged as important both in the local and international development literature, there are few books that have been written on early childhood education in Zambia. The current review of a 161 paged A5 paperback bound book entitled “laying the foundation for optimal outcomes in early childhood education” co-authored by Ecloss Munsaka and  Bibian Kalinde is one of the first attempts to scrutinise latest resources on early childhood education challenges and prospects in Zambia. The review is timely as it responds to the recent integration of early childhood education in the mainstream Zambian education system. The review has critically examined chapters’ one up to six. The implications of the book in early childhood education practice in Zambia have been discussed.

Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities

1993 ◽  
Vol 18 (2) ◽  
pp. 121-129 ◽  
Author(s):  
Mary Frances Hanline ◽  
Lise Fox
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Best Practice ◽  
Severe Disabilities ◽  
Childhood Experiences ◽  
Education Practice ◽  
Childhood Education ◽  
Students With Severe Disabilities

Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.

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