Can We Have an International Approach to Child-Centred Early Childhood Practice?

Autor/inn/en	Georgeson, Jan; Campbell-Barr, Verity; Bakosi, Éva; Nemes, Magdolna; Pálfi, Sándor; Sorzio, Paolo
Titel	Can We Have an International Approach to Child-Centred Early Childhood Practice?
Quelle	In: Early Child Development and Care, 185 (2015) 11-12, S.1862-1879 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1028388
Schlagwörter	Early Childhood Education; Educational Practices; Global Approach; Student Centered Curriculum; Case Studies; Focus Groups; Questionnaires; Cultural Background; Educational History; Comparative Analysis; Curriculum Research; Teacher Surveys; Teacher Attitudes; Student Attitudes; Student Surveys; College Programs; Foreign Countries; Hungary; Italy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Globales Denken; Case study; Fallstudie; Case Study; Fragebogen; History of education; Bildungsgeschichte; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Lehrerverhalten; Schülerverhalten; Schülerbefragung; Studienprogramm; Ausland; Ungarn; Italien
Abstract	Increasing interest in the provision of early childhood education and care services as a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be shared understanding of the term between countries with different histories of early childhood provision. Case studies of England, Hungary and Italy consider focus group and questionnaire responses from staff and students on early childhood courses, together with curriculum guidance, to examine "child-centredness" in the context of the cultural-historical background to early childhood provision in the three countries. Findings suggest that the term "child-centred" has rich pedagogical associations that can be easily subsumed into different value systems prizing, for example, individuality, child development or democracy. In the light of these findings, we consider the implications of the use of the term "child-centred". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01