Empowering Early Childhood Educators

International Pedagogies as Provocation

Naomi McLeod (Liverpool John Moores University), Patricia Giardiello

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English

Routledge
20 June 2019

Pre-school & kindergarten

This forward-thinking text challenges educators to think about and question the purpose of education and explores international understandings of the role played by early years professionals in promoting participatory, ethical and reflexive practice which benefits children as independent decision-makers.

By exploring the different perspectives, concepts and practices adopted in early childhood settings in Denmark, Finland, Aotearoa, New Zealand and Sweden, Empowering Early Childhood Educators demonstrates the potential of participatory and democratic approaches in day-to-day practice. Illustrating how pedagogical approaches such as Te Whāriki, Reggio Emilia and the Montessori method may be understood and interpreted to maximise children’s engagement in their socio-cultural context, chapters empower educators to question their professional experience, knowledge and initiative to find a balance between directives and ethical practice. A rich combination of case studies, commentaries, interviews and conversations, the text offers critical insight into the daily practices and challenges of early years educators around the world and inspires critical reflection on practices which empower them.

A powerful revaluation of the purposes and value of early childhood education, Empowering Early Childhood Educators will be of interest to early years practitioners, students and researchers.

Edited by: Naomi McLeod (Liverpool John Moores University), Patricia Giardiello
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 510g
ISBN: 9781138309678
ISBN 10: 1138309672
Pages: 256
Publication Date: 20 June 2019
Audience: College/higher education , Professional and scholarly , Further / Higher Education , A / AS level
Format: Paperback
Publisher's Status: Active

Acknowledgements List of Figures and Tables List of Contributors Foreword: Professor Peter Moss Our reasons for writing this book: reflections from the editors Introduction Part 1: The Foundations Chapter 1: The Purpose of Education Today Chapter 2: The Reflexive Educator Chapter 3: Democracy and Participation in Early Childhood Education Part 2: Five International Pedagogies as Provocation Chapter 4: Maria Montessori (with Perspectives from Sweden) Chapter 5: Reggio Emilia (with Perspectives from Sweden) Chapter 6: A Finnish Perspective of Early Childhood Education Chapter 7: Te Whāriki Chapter 8: Danish Outdoor Nature Pedagogy Part 3: A Way Forward Chapter 9: Wider Issues In Early Childhood Education Chapter 10: Chapter 10: Hope for the Future: New Possibilities for Sustaining a Reflexive Approach Afterword: A Meeting Place Index

Naomi McLeod leads the MA in International Approaches to Early Childhood Education and teaches across Early Childhood and Education Studies at Liverpool John Moores University, UK. Patricia Giardiello is Award Lead for the MA in Early Childhood Studies and Leadership in Early Years. She is also a researcher in the Education and Social Research Institute at Manchester Metropolitan University, UK.

Reviews for Empowering Early Childhood Educators: International Pedagogies as Provocation

In the current climate this book's timely challenge to an outcome-driven curriculum will be welcomed by all concerned by the pressures of top-down approaches to ECE that focus on data and accountability at the expense of children's experiences. Whilst McLeod and Giardiello furnish a clear-sighted critique of contemporary policy and its implications, their main concern is to offer a way forward by empowering EC educators through critical self-awareness. By questioning personal beliefs and practices, educators can become more reflective in their pedagogy and therefore better equipped to resist inappropriate pressures from elsewhere...The authors' commitment to social justice shines through this text and underpins their conviction that 'empowering early childhood educators is a crucial enterprise'. Reflective practice can be difficult for students who have come through an education system where they were taught to look for 'right answers', it requires an 'epistemological shift' in thinking (Hanson, 2013). This book is ideally placed to support such an epistemological shift and nurture reflective dispositions. Students, lecturers and practitioners will all find inspiration, not only so they can avoid being 'blown about by the winds of cultural and pedagogic preference' (Brookfield,1995:265) but to stand tall and actively challenge the downward pressures of inappropriate expectations. - Rory McDowall Clark, TACTYC