Contemporary perspectives on early childhood education by Nicola Yelland
By Nicola Yelland
This ebook considers and interrogates quite a number new and important matters in modern early early life schooling. It discusses either primary and rising issues within the box, and offers them within the context of reflective and modern frameworks
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Extra info for Contemporary perspectives on early childhood education
Minneapolis: University of Minnesota Press. Deleuze, G. and Guattari, F. , trans. Graham Burchell and Hugh Tomlinson. London: Verso. Fendler, L. (2001) Educating flexible souls. In K. Hultqvist and G. Dahlberg (eds), Governing the Child in the New Millennium. London: RoutledgeFalmer. L. (2006) Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3rd revised edition. Florence, KY: Delmar Learning. J. (2008) When Species Meet. Minneapolis: University of Minnesota Press.
J. (2007) Beyond presence: epistemological and pedagogical implications of ‘strong’ emergence, Interchange, 38(1): 31–51. C. J. (2008) The emergent curriculum: navigating a complex course between unguided learning and planned enculturation, Journal of Curriculum Studies, 40(3): 313–328. C. J. (2009) The end/s of school: complexity and the conundrum of the inclusive educational curriculum, International Journal of Inclusive Education (forthcoming). Palmer, A. (2009) ‘Let’s dance’: theorising alternative mathematical practices in early childhood teacher education, Contemporary Issues in Early Childhood Education (submitted).
A centrifugal (or rhizomatic logic) is about constantly renegotiating and reinventing the goals of learning in the specific local context of learners and teachers. Such logic forces us to be in a state of affirmation and positivity in the creation and renegotiation of goals and values, relevant to the local context, rather than in a state of negation about unreachable universal goals and values (Smith, 2003). The learning processes that ensue – processes based on listening, curiosity, openness and of willingness to change – concern adults as much as children in participative and negotiating contexts (Åberg and Lenz Taguchi, 2005).