Teachers Explore How to Support Young Children's Agency for Social Justice

Autor/inn/en	Mackey, Glynne; de Vocht-van Alphen, Lia
Titel	Teachers Explore How to Support Young Children's Agency for Social Justice
Quelle	In: International Journal of Early Childhood, 48 (2016) 3, S.353-367 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-016-0175-z
Schlagwörter	Social Justice; Sustainable Development; Early Childhood Education; Preschool Children; Picture Books; Foreign Countries; Preschool Teachers; Teacher Student Relationship; Dialogs (Language); Teaching Methods; Reflection; Consciousness Raising; Personal Autonomy; Group Discussion; Teacher Attitudes; Researchers; New Zealand + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Nachhaltige Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Picture book; Bilderbuch; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Individuelle Autonomie; Gruppendiskussion; Lehrerverhalten; Researcher; Forscher; Neuseeland
Abstract	This study reports findings from an exploratory research project that contributed to an OMEP World Project on the importance of equality in being able to achieve a sustainable world and a healthy society. The teachers and researchers came together because of their interest in social justice to explore how they could support young children's sense of agency and make learning about social justice more visible to children and their families. The project was carried out with teachers of children aged from 3 to 5 years in early childhood contexts of Aotearoa New Zealand. Five early childhood teachers participated in the research group which met five times over a 4-month period. As the teachers in the study became more familiar with how to support young children's agency, they were able to engage in more sustained dialogue with children about social justice. Picture books were used as a tool to support children to express their views, and teachers also made this learning more visible through documentation of Learning Stories. In the research group, teachers provided examples of their practices within the reflective discussion groups held with the other teachers and the researchers. Teachers recognised that they could have an important role in supporting children's sense of agency and awareness of social justice issues. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01