Journal of Pedagogy最新文献_第10页

What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections 我从Ypsilanti Perry幼儿园项目中学到的:一个老师的反思

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0006

Louise Derman-Sparks

{"title":"What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections","authors":"Louise Derman-Sparks","doi":"10.1515/jped-2016-0006","DOIUrl":"https://doi.org/10.1515/jped-2016-0006","url":null,"abstract":"Abstract This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81738922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

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

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0010

M. Tesar

引用次数: 3

Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand 你听到了吗?新西兰奥特罗阿的幼儿课程中儿童健康的位置

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0015

A. Gibbons

{"title":"Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand","authors":"A. Gibbons","doi":"10.1515/jped-2015-0015","DOIUrl":"https://doi.org/10.1515/jped-2015-0015","url":null,"abstract":"Abstract The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73807149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New Zealand early childhood curriculum: The politics of collaboration 新西兰幼儿课程:合作的政治

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0013

S. Farquhar

引用次数: 7

Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned? 新西兰幼儿教育课程的研究工作:应该教什么和学什么?

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/JPED-2015-0016

A. Gunn

引用次数: 4

Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand 制作艺术作品:在早期儿童教育中参与艺术，新西兰奥特罗阿

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0018

J. Craw

{"title":"Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand","authors":"J. Craw","doi":"10.1515/jped-2015-0018","DOIUrl":"https://doi.org/10.1515/jped-2015-0018","url":null,"abstract":"Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87977207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process 差异教育学:不知情的移民教师永远是过程中的主体

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0017

S. Arndt

引用次数: 11

Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation 19世纪新西兰奥特罗阿的早期儿童机构:启蒙和殖民的遗产

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0011

Helen May

{"title":"Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation","authors":"Helen May","doi":"10.1515/jped-2015-0011","DOIUrl":"https://doi.org/10.1515/jped-2015-0011","url":null,"abstract":"Abstract The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72629156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings 新西兰奥特罗阿的早期儿童评估:批判的观点和新的开端

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0014

S. Arndt, M. Tesar

{"title":"Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings","authors":"S. Arndt, M. Tesar","doi":"10.1515/jped-2015-0014","DOIUrl":"https://doi.org/10.1515/jped-2015-0014","url":null,"abstract":"Abstract This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80912208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective 人类世时代的社会、文化和生态正义:新西兰幼儿保育和教育视角

Journal of Pedagogy Pub Date : 2015-12-01 DOI: 10.1515/jped-2015-0012

J. Ritchie

引用次数: 12