Author: Susan Stacey Publisher: Redleaf Press ISBN: 1605543926 Category : Education Languages : en Pages : 189
Book Description
An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding
Author: Alma Fleet Publisher: SAGE ISBN: 1526415356 Category : Education Languages : en Pages : 241
Book Description
Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
Author: Alma Fleet Publisher: ISBN: 9781876138202 Category : Early childhood education Languages : en Pages : 370
Book Description
Built around stories of practice from Australia, New Zealand and America, this book raises questions and possibilities related to pedagogical documentation.
Author: Hillevi Lenz Taguchi Publisher: Routledge ISBN: 1135217866 Category : Education Languages : en Pages : 222
Book Description
This book identifies the gaps needing to be bridged to achieve a more inclusive and ‘just’ early childhood education, in relation to class, gender, sexuality, ethnicity, race, disabilities and age, and explores various ways of bridging these gaps.
Author: Susan Stacey Publisher: Redleaf Press ISBN: 1605545821 Category : Education Languages : en Pages : 245
Book Description
What does it mean to inquire? Grownups would say it means to question, to search for information, or to finding out about a topic of interest. For children in an early childhood classroom, the definition is no different. From the time of their birth, children want to know how the world works and actively seek out information. How educators respond to their quest is what this book is all about. Inquiry-Based Early Learning Environment takes an in-depth look at children’s inquiry. What does inquiry look like in early childhood settings? How does the environment affect children’s inquiries and teachers’ thought processes? Inquiry-Based Early Learning Environment examines inquiry in all its facets, including environments that support relationships, that create a culture of risk-taking in our thinking, that support teachers as well as children, that include families, that use documentation as a way of thinking about our work, and of course, the physical environment and all the objects and spaces within it. Throughout, stories about environments and approaches to inquiry from around the world are included as examples.
Author: Andi Salamon Publisher: Routledge ISBN: 0429814836 Category : Education Languages : en Pages : 235
Book Description
Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
Author: Maarit Alasuutari Publisher: Springer Nature ISBN: 3658281936 Category : Education Languages : en Pages : 252
Book Description
Internationally, documentation has gained importance in institutional contexts of early childhood during the last 20 years. This edited volume illuminates different practices and aspects of documentation in early childhood and provides theoretically informed analytical perspectives on documentation in childhood institutions. Whilst drawing on different national and early service contexts, the edited volume explores the ways in which documentation may be consequential in childhood and in the practices of early childhood professionals. The different chapters examine assessment and normativity in documentation, children’s participation in it, and the impact of documentation on professionalism. The edited volume is targeted to students, researchers and professionals in the field of education and social sciences.
Author: Margaret Carr Publisher: SAGE ISBN: 144625819X Category : Education Languages : en Pages : 169
Book Description
Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.
Author: Carolyn P. Edwards Publisher: ISBN: 9781605541525 Category : Education Languages : en Pages : 0
Book Description
"This English translation of an educational diary follows a child's first weeks in a Reggio Emilia infant-toddler program. Professionals have contributed essays on using these diaries as models for observation and family-oriented programming. Laura, the child in the diary, is now fully grown and has also written an essay reflecting on her Reggio Emilia experience." --Publisher's description.
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Author: Susan Stacey
Author: Alma Fleet
Author: Alma Fleet
Author: Hillevi Lenz Taguchi
Author: Susan Stacey
Author: Andi Salamon
Author: Maarit Alasuutari
Author: Claire Warden Warden
Author: Margaret Carr
Author: Carolyn P. Edwards