Spaces of early childhood: Spatial approaches in research on early childhood education and care

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2018-06-01 DOI:10.2478/jped-2018-0001

Sabine Bollig, Z. Millei

引用次数: 8

Abstract

When Friedrich Froebel established his first ‘Kindergarten’ in late 1830s, he chose purposefully the name of this institute, dedicated to educating young children in radically new ways by means of play and guided activities. For him, the term ‘Kindergarten’ – the garden of children – signified two spaces “a garden for children, a location where they can observe and interact with nature, and also a garden of children, where they themselves can grow and develop in freedom from arbitrary imperatives”1. As a paradise ‘given back to the children’, the Kindergarten was construed as a confined, protected non-societal place where the innocent children could grow to full potential. Hence, as such a natural place aside from adult’s society – that similarly to Rousseau he has seen as corrupted –, the kindergarten was not just a place for educating young children. Rather, it was a whole new kind of spatial arrangement to let the children come to their dignity in substance with god and nature and, therefore, become through their play the founders of a more human future society.

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幼儿空间:幼儿教育与保育研究中的空间方法

当弗里德里希·福鲁贝尔在19世纪30年代末建立了他的第一所“幼儿园”时，他有目的地选择了这个研究所的名字，致力于通过游戏和指导活动以全新的方式教育幼儿。对他来说，“幼儿园”这个词——孩子们的花园——意味着两个空间，“一个是孩子们的花园，一个他们可以观察自然并与自然互动的地方，也是孩子们的花园，他们自己可以在自由中成长和发展，不受武断的要求。”作为一个“还给孩子们”的天堂，幼儿园被认为是一个封闭的、受保护的非社会场所，在这里，无辜的孩子们可以充分发挥潜力。因此，作为成人社会之外的一个自然的地方——和卢梭一样，他认为成人社会是腐败的——幼儿园不仅仅是一个教育幼儿的地方。相反，这是一种全新的空间安排，让孩子们在本质上与上帝和自然一起获得尊严，因此，通过他们的游戏成为一个更人性化的未来社会的奠基人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.