THE CIVIC COMPETENCE IN EARLY CHILDHOOD EDUCATION. INVESTIGATING THE PAST TO BUILD INTERCULTURAL IDENTITIES IN THE PRESENT

2017 ◽  
Author(s):  
Julia Rodríguez-Carrillo ◽  
Elena González-Alfaya ◽  
Rosario Mérida-Serrano ◽  
Mª Ángeles Olivares-García
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Past ◽  
Civic Competence

Research with Children: A Rich Glimpse into the World of Childhood

2003 ◽  
Vol 28 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Reesa Sorin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Past ◽  
Research With Children ◽  
The World ◽  
Children’S Voices

I feel angry when my brother is hurting me and he, and I'm tired and I'm having a sleep and Jason just says ‘Matthew, Matthew, look at this’. My face gets angry. [Makes face and clenches fist]. That's when they get even pinker. That's what happens to my arms when I get angry (Matthew, age 5—name has been changed). Research in early childhood education generally involves children in some capacity, whether it be how they respond to various pedagogical initiatives, how their parents or teachers interact with them or what understandings they bring to a situation. Unfortunately, in the past, much of this research has given children limited voice; positioning them as innocent, incompetent and in need of an adult voice to confirm their place in the research. This article examines my research into young children's emotions, which suggests to me that children's voices can be powerful and possibly richer than those of adults acting on behalf of children.

scholarly journals Kia whakatōmuri te haere whakamua: ‘I walk backwards into the future with my eyes fixed on my past’

2016 ◽  
Vol 17 (4) ◽  
pp. 387-398 ◽  
Author(s):  
Lesley Rameka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Movement Time ◽  
Academic Practice ◽  
Childhood Education ◽  
The Past ◽  
Cultural Concepts ◽  
The Future ◽  
The Individual

This whakataukī or ‘proverb’ speaks to Māori perspectives of time, where the past, the present and the future are viewed as intertwined, and life as a continuous cosmic process. Within this continuous cosmic movement, time has no restrictions – it is both past and present. The past is central to and shapes both present and future identity. From this perspective, the individual carries their past into the future. The strength of carrying one’s past into the future is that ancestors are ever present, existing both within the spiritual realm and in the physical, alongside the living as well as within the living. This article explores Māori perspectives of the past and the models and inspiration they offer. In this way, it provides a critique of the practices in early childhood education, highlighting the importance of cultural concepts and practices, and discusses implications for both teaching and academic practice.

The courage of utopia

2018 ◽  
Author(s):  
Robin Duckett ◽  
Catherine Reding
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Experience ◽  
Childhood Education ◽  
The Past ◽  
Second Chance ◽  
Construct Meaning

What can education look like, if we attend to the innate human spirits of enquiry, knowledge-making, and expression? In this chapter, so titled because we need to bring courage and vision to this task, we open a window into the living possibilities of an education rooted in the recognition that children are born vibrant, full of curiosity, with the desire to connect and construct meaning. We review professional experience and action in UK early childhood education over the past 30 years, which has been animated through eureka moments, risk, and work, and by connections with like-minded educators internationally. It is a journey of learning in itself, intended to be constructive, not compliant. If we—and you—are to make an education fit for children, we need to listen, think, and work together, with passion and humanity and with intelligence. Children do not have a second chance at childhood.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

scholarly journals Early Childhood Education : In The Past, Present and Future

2020 ◽  
Vol 2 (2) ◽  
pp. 79
Author(s):  
Rina Syafrida ◽  
Mimin Maryati ◽  
Hinggil Permana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural Object ◽  
Education Development ◽  
Islamic School ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
Establishment History

This study aims to analyze the early childhood education development in the past in terms of the establishment history of an institution, the early childhood education development and implementation today and the early childhood education development in the future is seen based on the needs analysis and expectations of parents and educator. The study was conducted for 3 months from February to April 2019 at the Global Islamic School institution, on Jalan Raya Condet, East Jakarta. The research method is a qualitative approach with a case study strategy that aims to research natural object conditions, researchers act as key instruments, triangulation data collection techniques, inductive data analysis and qualitative research results emphasize more on meaning than generalization. The conclusion obtained is that the Global Islamic School combines two main concepts, namely the formation of the character of a Muslim with a global insight and combines the 4 concepts of the nature of the child, namely the heart, mind, exercise and feeling in helping children develop their potential and abilities.

scholarly journals Strategi Manajemen Konflik Pendidikan AUD di Masa Pandemi

2021 ◽  
Vol 5 (2) ◽  
pp. 165-173
Author(s):  
Rusdiana Navlia ◽  
Danang Prastyo ◽  
Azhar Amrullah Hafizh ◽  
Sofia Mubarokah Sa’bana
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
Day Care ◽  
Human Life ◽  
Educational Institution ◽  
Education Sector ◽  
Lifelong Education ◽  
Childhood Education ◽  
The Past

In educating the nation's life, the Indonesian government's policy in the education sector that supports lifelong education is the recognition of early childhood education. Conflict is something that cannot be avoided in life. In social interaction and internalization between individuals or between groups. Conflict is actually a natural thing, even as long as human life is always faced and struggles with conflict. In the past, conflict was seen as a symptom or phenomenon that was unnatural and had negative or positive consequences depending on how to manage it. Currently, many parents may still misunderstand the definition and purpose of early childhood education. This is understandable considering the function of early childhood education in several cities or regions, early childhood education which is actually an educational institution to develop the character and personality of children is more often understood as a place of day care.

The Past, Present and Future of Chinese Early Childhood Education

1997 ◽  
Vol 18 (3) ◽  
pp. 275-288 ◽  
Author(s):  
Caven S. Mcloughlin ◽  
Lijuan Pang ◽  
Qi Dong
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Past

scholarly journals Critical and Feminist Reconstructions of Early Childhood Education: Continuing the Conversations

2000 ◽  
Vol 1 (2) ◽  
pp. 215-221 ◽  
Author(s):  
Gaile S. Cannella
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Research ◽  
American Educational Research Association ◽  
Early Childhood Educators ◽  
Research Association ◽  
Childhood Education ◽  
The Past ◽  
Large Panel ◽  
Maxine Greene

Over the past few years, several early childhood educators have engaged in both critical and feminist analyses of the dominant perspectives in early childhood education. Following the work of such scholars as William Pinar and Maxine Greene, they have called for reconceptualizations of the field. In a recent session at the American Educational Research Association conference, a large panel of early childhood educators shared their visions for reconceptualization. Four of those visions are included in this colloquium. Readers are invited to react and provide their own suggestions.

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