Catholic Pedagogy in Early Childhood Education: A Report on a Neglected Field of Research

Autor/in	Opiela, Maria Loyola
Titel	Catholic Pedagogy in Early Childhood Education: A Report on a Neglected Field of Research
Quelle	In: International Studies in Catholic Education, 12 (2020) 2, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opiela, Maria Loyola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2539
DOI	10.1080/19422539.2020.1810994
Schlagwörter	Catholic Schools; Early Childhood Education; Educational Research; Foreign Countries; Nuns; Instructional Effectiveness; Educational Theories; Teacher Attitudes; Religious Education; Cameroon; South Africa; Zambia; Bolivia; Brazil + Suchen Sie Ihr Suchwort? Katholische Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Ausland; Nun; Nonne; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Lehrerverhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kamerun; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Sambia; Bolivien; Brasilien
Abstract	The article presents examples of early childhood education as a form of Catholic pedagogy in Africa and South America. The presentation is based on interviews with 20 Sisters Servants, who initiated and continue the endeavour of Catholic child education as part of their mission. The illustrative part of the article is preceded by an exposition of the underpinnings and functions of Catholic pedagogy. Selected theoretical aspects are juxtaposed against a set of case studies, in order to highlight the validity, specificity, universalism and effectiveness of the approach. Our analysis of the interviews offers an insight into the sisters' perception of the essence of early childhood education. This educational approach is anchored in Bojanowski's conception of Catholic pedagogy, and finds its contemporary implementation in diverse socio-cultural and religious contexts. The article ends with a conclusion on the need to undertake further research in the neglected field of early childhood education, which will allow re-envisioning it for contemporary educational benefits. The research is necessary to expand the theoretical foundations of early childhood education and allow innovation in the related pedagogical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01