The Theory of "Belonging": Defining Concepts Used within Belonging, Being and Becoming--the Australian Early Years Learning Framework

Autor/inn/en	Peers, Chris; Fleer, Marilyn
Titel	The Theory of "Belonging": Defining Concepts Used within Belonging, Being and Becoming--the Australian Early Years Learning Framework
Quelle	In: Educational Philosophy and Theory, 46 (2014) 8, S.914-928 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2013.781495
Schlagwörter	Foreign Countries; National Curriculum; Early Childhood Education; Teaching Methods; Educational Research; Educational Philosophy; Child Development; Sociocultural Patterns; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Bildungsphilosophie; Erziehungsphilosophie; Kindesentwicklung; Soziokulturelle Theorie; Australien
Abstract	The implementation in 2009-10 of the Early Years Learning Framework (EYLF) spearheaded the efforts of the Australian Commonwealth government to institute a national curriculum. The theme of the new early childhood framework follows three guiding concepts: Belonging, Being and Becoming. In this article, we discuss these three concepts in order to provide a theoretical context to the Early Years Learning Framework and to enrich the debate surrounding its writing and implementation. In particular, we address the significance of posing Belonging in contiguity with the concepts of Being and Becoming. The authors suggest a strategy to cultivate a deeper appreciation of the dialectical relationships between sameness and difference, belonging and nothingness. Our premise is that "belonging" refers essentially to different beings, and implicitly to the prospect of a "togetherness" or identity according to which different beings are located, understood and associated, in order that Becoming can take effect. We offer these commentaries as a means of deepening conversation about the importance of scholarly approaches to philosophy for early childhood research, and especially with respect to curriculum and pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10