Literaturnachweis - Detailanzeige
Autor/inn/en | Needham, Martin; Kuleimenov, Daurenbek; Soltanbekova, Arailym |
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Titel | Sticking and Tipping Points: A Case Study of Preschool Education Policy and Practice in Astana, Kazakhstan |
Quelle | In: European Early Childhood Education Research Journal, 26 (2018) 3, S.432-445 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2018.1463909 |
Schlagwörter | Foreign Countries; Case Studies; Kindergarten; Academic Standards; Preschool Education; Interviews; Observation; Early Childhood Education; Student Centered Learning; Teaching Methods; Cultural Influences; Educational Quality; Global Approach; Educational Change; Semi Structured Interviews; Documentation; Kazakhstan Ausland; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; Interviewing; Interviewtechnik; Beobachtung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Quality of education; Bildungsqualität; Globales Denken; Bildungsreform; Dokumentation; Kasachstan |
Abstract | This article presents a case study exploring how national guidance for kindergartens in Kazakhstan was interpreted in practice. Document analysis of the "State Education Standards of Preschool Upbringing and Education," together with stakeholder interviews and observations of six Astana kindergarten settings, illustrates how competing perspectives on preparing children for school can both promote and limit opportunities for child-led activity in early education. The article considers postcolonial and neocolonial pasts and their potential to influence the present, identifying potential sticking points that may limit change processes. The article suggests processes for building locally grounded praxis in order to create tipping points where child-initiated pedagogy could become a more frequent feature of practice. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |