Empowering Early Childhood Educators
14 days return policy
Shipping & Delivery
Product details
- ISBN 9781138309647
- Weight: 670g
- Dimensions: 156 x 234mm
- Publication Date: 18 Jun 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
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.
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.
