A Potpourri of Philosophical and Child Development Research-Based Perspectives as a Way Forward for Early Childhood Curricula and Pedagogy: Reconcilable Schism or Irreconcilable Severance?

Autor/inn/en	O'Sullivan, Lisha; Ring, Emer
Titel	A Potpourri of Philosophical and Child Development Research-Based Perspectives as a Way Forward for Early Childhood Curricula and Pedagogy: Reconcilable Schism or Irreconcilable Severance?
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1316-1329 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ring, Emer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1871334
Schlagwörter	Educational Philosophy; Child Development; Self Control; Sociocultural Patterns; Metacognition; Early Childhood Education; Teacher Researchers; Teaching Methods; Evidence Based Practice; Attachment Behavior; Educational Theories; Preschool Curriculum; Learning Processes; Family Environment; Informal Education; Systems Approach; Preschool Children + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Kindesentwicklung; Selbstbeherrschung; Soziokulturelle Theorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Attachment; Bindungsverhalten; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Familienmilieu; Informelle Bildung; Nichtformale Bildung; Systemischer Ansatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The field of early childhood education is propelled by guiding principles stemming from philosophical and child development research positions. While the guiding principles of high-quality early childhood education are influenced by universal and local perspectives, it is critical that early childhood curricula and pedagogy are firmly evidence-based. The necessity of an evidence-base does not serve to reduce or eliminate the influence of the pioneering philosophers in early childhood education, whose legacy should not be relegated to history. Through this paper we aim to demonstrate a reconcilable schism rather than an irreconcilable severance between philosophical and child development research-based positions in early childhood education. For the purposes of this paper, attachment, bioecological, sociocultural and self-regulation research, together with a selection of seminal early childhood education philosophers, are selected to demonstrate the potential of theoretical intersectionality in the era of the early childhood teacher-as-researcher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01