Infant and Toddler Educare: A Challenge to Neoliberalism

Autor/inn/en	Sims, Margaret; Alexander, Elise; Nislin, Mari; Pedey, Karma; Tausere-Tiko, Lavinia; Sajaniemi, Nina
Titel	Infant and Toddler Educare: A Challenge to Neoliberalism
Quelle	In: South African Journal of Childhood Education, 8 (2018) 1, Artikel 594 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sims, Margaret) ORCID (Nislin, Mari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Infants; Toddlers; Child Care; Neoliberalism; Preschool Teachers; Early Childhood Education; Developmentally Appropriate Practices; Foreign Countries; Online Surveys; Teacher Attitudes; Emotional Response; Cross Cultural Studies; Australia; Bhutan; United Kingdom; Finland + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Kinderfürsorge; Kinderbetreuung; Neo-liberalism; Neoliberalismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Ausland; Lehrerverhalten; Emotionales Verhalten; Cultural comparison; Kulturvergleich; Australien; Großbritannien; Finnland
Abstract	We contend that the conventions, practices and philosophies underpinning working with infants and toddlers provide an alternative way of viewing early childhood work, and such a perspective may well help to challenge the 'wicked problem' of neoliberalism. It is in this context that we propose that a deeper understanding of the perspectives of those professionals working with our youngest children in a range of different countries may inform a wider resistance to neoliberalism across all of early childhood. We seek, in this article, to share the voices of early childhood professionals reflecting on the manner in which they understand work with infants and toddlers, and how this relates to their understanding of issues related to education and care. We hope this exploration will lead us into further refining our argument that infant and toddler pedagogy has the potential to challenge the hegemony of neoliberalism in early childhood. Our dream is to steer early childhood away from the tyranny of standardisation, accountability and economic rationality into a space where children are valued for being, where individuality and diversity flourish, where learning academics is one (relatively unimportant) element amongst many others and where relationships and participation (and dare we say, happiness) reign supreme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01