Literaturnachweis - Detailanzeige
| Autor/inn/en | Kinos, Jarmo; Robertson, Leena; Barbour, Nancy; Pukk, Maarika |
|---|---|
| Titel | Child-Initiated Pedagogies: Moving toward Democratically Appropriate Practices in Finland, England, Estonia, and the United States |
| Quelle | In: Childhood Education, 92 (2016) 5, S.345-357 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| DOI | 10.1080/00094056.2016.1226107 |
| Schlagwörter | Foreign Countries; Comparative Education; Developmentally Appropriate Practices; Childrens Rights; Childhood Interests; Case Studies; Democratic Values; Academic Achievement; Teaching Methods; Democracy; Equal Education; Student Centered Curriculum; International Law; Treaties; Estonia; Finland; United Kingdom (England); United States |
| Abstract | The Convention on the Rights of the Child calls for children to be treated as human beings with a distinct set of rights, instead of as passive objects of care. They can and should be agents in their own lives. Child-initiated pedagogy recognizes this by respecting children's individual and collective views, interests, and motivations. Instructional practices that support child-initiated activities promote children's self-determination and their cognitive and social development. By allowing young children to choose their own pursuits and learning explorations, take ownership of planned activities to adapt them to their own purposes, and incorporate their own experiences into learning opportunities, educators are moving toward implementation of democratically appropriate practices. The authors of this article examine how child-initiated pedagogy manifests in the different contexts of Finland, England, Estonia, and the United States. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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