A01=Francesca Gobbo
Age Group_Uncategorized
Age Group_Uncategorized
Anthropology
Anthropology of Education
Author_Francesca Gobbo
automatic-update
Category1=Non-Fiction
Category=JHMC
Category=JNF
Category=JNG
Category=JNLA
Childhood Education
COP=United States
Delivery_Delivery within 10-20 working days
Early Childhood Education
Education
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethnography of Childhood
Ethnography of Education
Italian Early Childhood Education
Italian Studies
Language_English
PA=Available
Price_€50 to €100
PS=Active
softlaunch
Product details
- ISBN 9781498577533
- Weight: 513g
- Dimensions: 161 x 227mm
- Publication Date: 11 Jan 2021
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Hardback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
Growing up in Walltown, Italy presents an ethnographic account of the culture of early childhood education, as it is constructed in two municipal schools (a nursery and a childhood school) of an Italian town, explored through extensive participant observation and interviews of educators, teachers, school coordinators, mothers, and cooks and school staff. After providing background information on Italian early childhood education, the author describes and interprets the process of children's insertion into the world of the school as a "passage" whose ritual steps—initially accompanied by a parent—are carefully prepared by educators and teachers, so that the "passengers" will successfully settle in, and become competent members and participants of the respective educational communities. The author focuses on the educational and cultural learning that children between six months and five years of age attain by exercising their agency, capacity for communication, interaction and responsibility, and imagination in planned educational projects, daily activities as the "reading time" and convivial appointments as meals. The educators' and teachers' professional and personal engagement and care, together with the collaboration of the other school people, are thoroughly illustrated, and their meaningful attention to, and respect for children's pace of learning and participation are pointed out.
Francesca Gobbo is former professor of general and social education at the University of Turin, Italy.
