scholarly journals TWO CONCEPTIONS OF CHILDHOOD IN EUROPEAN AND RUSSIAN POETRY OF XVIII–XIX C.

2020 ◽  
Vol 22 (3) ◽  
pp. 8-17
Author(s):  
Herman U. Philippovsky ◽  
Keyword(s):  
Early Childhood ◽  
Childhood Memories ◽  
Literary Biography ◽  
English Poet ◽  
Russian Poetry ◽  
Children And Childhood ◽  
Songs Of Experience

G. R. Derzhavin with his famous Ode on the birth of a future Emperor 1779 became in the Russian poetry of a new epoch the pioneer of Childhood and children theme. The poet except the rossoist topic of Childhood as clear headsprings innovatively revealed a different concept of Childhood as a School (educational) in the episode of fairies gifts who give a child – a future tsar both exceptional abilities and knowledge. Derzhavin outstripped an English poet W. Blake who also touched upon the topic of Childhood and children in his poetic cycles of 1789–1794. The article also discusses the motif of Childhood and children on the material of English (W. Blake and W. Wordsworth) and Russian (N. A. Neckrasov) poetry of the XX c. W. Blake’s cycles («The songs of virginity» (1789) and «The songs of experience» (1794) as well as W. Wordsworth’s cycles «Preludes» and his «Ode.News on immortality coming from early childhood memories» (1803–1807) give the images of children and childhood in the context of nature as a leading principle of Romanticism: a child with his initial natural piety as a real headspring of a man – a pure angel but a sage already. In the Russian poetry of the XIX c. N. A. Neckrasov as well as W.Blake and W. Wordsworth in England turned to the images and motifs of children and Childhood through his whole literary biography («Childhood», «On the Volga. Valezhnikov’s childhood», «A schoolboy» and so on).

Children and Childhood in Shona Proverbs

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Godwin Makaudze
Keyword(s):  
Early Childhood ◽  
Marital Status ◽  
Ethnic Groups ◽  
Child Behaviour ◽  
Critical Stage ◽  
Girl Child ◽  
Self Reliance ◽  
Integral Component ◽  
People’S Perception ◽  
Children And Childhood

Childhood is not a neatly definable concept as it differs among cultures. Among the Shona, a child and childhood are defined in terms of age, marital status, behaviour and also relations to other members in society. The Shona, like other ethnic groups, have a plethora of ways through which their worldview is fashioned and conveyed, and these include songs, folktales, riddles and proverbs, among others. In this article, Shona proverbs are analysed in terms of how they present Shona people’s perception and conceptualisation of childhood. Afrocentricity is used to analyse the content of proverbs selected from the anthologies Tsumo Chimbo neMadimikira (Zvarevashe 1984) and Tsumo-Shumo (Hamutyinei and Planger 1987). Among its findings, the article observes that Shona childhood falls into two main categories: early childhood and mid-cum-adult childhood. Children are perceived as an integral component of any Shona marriage, and society is ambivalent regarding who is more important between the boy and girl child. Also, early childhood is perceived as a very precarious and critical stage that can either make or break a child, thus warranting responsible shepherding from parents and society. Child behaviour is also believed to be largely modelled after that of parents and so it is important that parents behave responsibly so as to positively influence their children. It also emerges that it is quite common for children to disappoint their parents, but that should not lead the parents into despair. While all stages show that childhood is considered a position laden with responsibilities, which should be carried out for the good of all, the mid-cum-adult childhood stage is viewed as one where one should start moving towards or even exercise total independence and self-reliance. Overall, it emerges that the Shona people’s perception and conceptualisation of children and childhood have a lot of positives that can be drawn from for the good of today’s humanity.

Disrupting the paradigm: “Children need to learn how to learn”

2020 ◽  
Vol 16 ◽  
pp. 6-20
Author(s):  
Beverley Clark ◽  
Hilda Hughson
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Sense Of Self ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Know How ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Children And Childhood ◽  
Te Whāriki

The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, Te Whāriki, the legislated national curriculum for early childhood education, further guides early childhood teachers’ practice and frames teachers’ image of the young child. This article confronts and critiques a short phrase that is an addition to the revised Te Whāriki curriculum document, specifically the phrase that children “need to learn how to learn”. This phrase implies that young children do not know how to learn. The implication in this utterance belies the intense drive that children have to learn, to play, to explore, and to understand as they grow in strength in their sense of self within their whānau and communities. We care about the image that this presents to student teachers, to teachers. We challenge whether the notion that children need to learn how to learn is the image that early childhood teachers hold, or want to hold, of children. We argue that this phrase and image of the child as needing to learn how to learn is a loose thread in the whāriki that potentially undermines and is counter to the more dominant concept within Te Whāriki of the competent child.

Early childhood memories: Accuracy and affect

Cognition ◽  
1993 ◽  
Vol 47 (2) ◽  
pp. 95-119 ◽  
Author(s):  
M. Howes ◽  
M. Siegel ◽  
F. Brown
Keyword(s):  
Early Childhood ◽  
Childhood Memories

scholarly journals WHEN MATTER IN THE CLASSROOM MATTERS: ENCOUNTERS WITH RACE IN PEDAGOGICAL CONVERSATIONS

2015 ◽  
Vol 5 (4.2) ◽  
pp. 808-825
Author(s):  
Kathleen Kummen
Keyword(s):  
Early Childhood ◽  
Pedagogical Practices ◽  
First Year ◽  
Research Project ◽  
Production Of Knowledge ◽  
Childhood Education ◽  
New Meanings ◽  
Material Feminism ◽  
Children And Childhood ◽  
University Setting

This article considers how mattering and meaning are mutually constituted in the production of knowledge (Barad, 2007). Drawing on a research project with first year early childhood education (ECE) students in a university setting, I argue that material-feminism, as understood through the work of Barad (2007, 2008), offers a lens through which pedagogical practices can be re-conceptualized as more than anthropocentric endeavours. The research project explores the processes that occurred when a group of ECE students and I engaged with and in pedagogical narrations over one academic term as we attempted to make visible and disrupt the hegemonic images we held of both children and childhood. In the doing of pedagogical narrations, artefacts were produced that were not merely representations of our collaborative thinking. Rather, the artefacts that emerged-in between the material, the discursive and the participants, were themselves agentic; they invited us to shift our gaze and our conversation, and thereby new meanings and realities were produced. I provide one example that discusses how the presence of the artefacts invited “race” into a conversation of childhood in a way that reverberated in our thinking, feeling, and being. The article concludes by considering the pedagogical implications for learning, for both children and those learning to work with children, when matter comes to matter in the classroom.

scholarly journals Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States

2021 ◽  
Author(s):  
LG Phillips ◽  
Jenny Ritchie ◽  
JK Adair
Keyword(s):  
United States ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Comparative Education ◽  
Civic Participation ◽  
The United States ◽  
Childhood Education ◽  
Children And Childhood

© 2018, © 2018 British Association for International and Comparative Education. Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children’s civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children’s citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children’s citizenship membership and participation from the three nations’ early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children.

scholarly journals New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

2015 ◽  
Vol 6 (2) ◽  
pp. 9-18 ◽  
Author(s):  
Marek Tesar
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Private Investment ◽  
Public And Private ◽  
Childhood Education ◽  
Children And Childhood ◽  
International Audience ◽  
Building Policy ◽  
Te Whāriki

Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.

Neuropsychological Profiles of Adults Who Report “Sudden Remembering” of Early Childhood Memories: Implications for Claims of Sex Abuse and Alien Visitation/Abduction Experiences

1992 ◽  
Vol 75 (1) ◽  
pp. 259-266 ◽  
Author(s):  
M. A. Persinger
Keyword(s):  
Early Childhood ◽  
Temporal Lobe ◽  
Parietal Lobe ◽  
New Age ◽  
Childhood Memories ◽  
Sex Abuse ◽  
Alien Abduction ◽  
Neuropsychological Assessments ◽  
The Right ◽  
New Age Religion

Six adults, who had recently experienced sudden recall of preschool memories of sex abuse or alien abduction/visitation, were given complete neuropsychological assessments. All experiences “emerged” when hypnosis was utilized within a context of sex abuse or New Age religion and were followed by reduction in anxiety. As a group, these subjects displayed significant ( T > 70) elevations of childhood imaginings, complex partial epileptic-like signs, and suggestibility. Neuropsychological data indicated right frontotemporal anomalies and reduced access to the right parietal lobe. MMPI profiles were normal. The results support the hypothesis that enhanced imagery due to temporal lobe lability within specific contexts can facilitate the creation of memories; they are strengthened further if there is also reduction in anxiety.

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