000			04122cam a2200397 i 4500
999			_c192 _d192
001			20947853
003			OSt
005			20251027105615.0
008			190425s2019 enk b 001 0 eng
010			_a 2019006149
020			_a978-1-138-30967-8
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
043			_ae-uk---
050	0	0	_aLB1139.23 _b.E586 2019
082	0	0	_a372.21 M478 2021 _223
100			_aMcLeod, Naomi
245	0	0	_aEmpowering early childhood educators : _binternational pedagogies as provocation / _cEdited by Naomi McLeod and Patricia Giardiello.
264		1	_aLondon ; _aNew York : _bRoutledge, Taylor & Francis Group _c2019.
300			_axviii, 256 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aOur reasons for writing this book: reflections from the editors -- Introduction / Naomi Mcleod and Patricia Giardiello -- Part I: The foundations -- The purpose of education / Naomi Mcleod and Patricia Giardiello -- The reflexive educator / Naomi Mcleod -- Democracy and participation in early childhood education / Naomi Mcleod and Tarja Karlsson Häiki -- Part II: Five international pedagogies as provocation -- Maia Montessori (with perspectives from Sweden) / Patricia Giardiello and Kerstin Signert -- Reggio Emilia (with perspectives from Sweden) / Patricia Giardiello, Tarja Karlsson Häiki, Pernilla Mårtensson -- A Finnish perspective / Patricia Giardiello, Tarja Karlsson Häiki, Ullaáhärknen, Liisa Lohilahti and Naomi Mcleod -- Te Wh'riki / Patricia Giardiello, Geraldine Leydon and Annette Hargreaves -- Danish outdoor nature pedagogy / Naomi Mcleod -- Part III: A way forward -- Wider issues affecting early childhood education / Patricia Giardiello and Tarja Karlsson Häiki -- Hope for the future: new possibilities for sustaining a reflexive approach / Naomi Mcleod, Tarja Karlsson Häiki and Pernilla Mårtensson -- Afterword: a meeting place / Naomi Mcleod and Patricia iardiello.
520			_a"This forward-thinking text challenges educators to think about and question the purpose of education and explores international understandings of the role played by early years professionals in promoting participatory, ethical and reflexive practice which benefits children as independent decision makers. By exploring the different perspectives, concepts and practices adopted in early childhood settings in Denmark, Finland, Aotearoa, New Zealand and Sweden, Empowering Early Childhood Educators demonstrates the potential of participatory and democratic approaches in day-to-day practice. Illustrating how pedagogical approaches such as Te Whāriki, Reggio Emilia and the Montessori method, may be understood and interpreted to maximise children's engagement in their socio-cultural context, chapters empower educators to question their professional experience, knowledge and initiative to find a balance between directives and ethical practice. A rich combination of case studies, commentaries, interviews and conversations, the text offers critical insight into the daily practices and challenges of early years educators around the world and inspires critical reflection on practices which empower them. A powerful revaluation of the purposes and value of early childhood education, Empowering Early Childhood Educators will be of interest to early years practitioners, students and researchers"-- _cProvided by publisher.
650		0	_aEarly childhood education _vCross-cultural studies.
650		0	_aEarly childhood educators _vCross-cultural studies.
650		0	_aCritical pedagogy _vCross-cultural studies
650		0	_aMotivation in education _vCross-cultural studies.
700	1		_aMcLeod, Naomi, _eeditor.
700	1		_aGiardiello, Patricia, _eeditor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cCIR