Co-published with the Association for Childhood Education International (ACEI), Educational Change in International Early Childhood Contexts: Crossing Borders of Reflection examines the role of teacher reflection in a variety of educational contexts worldwide. Using a case study approach that integrates research, theory, policy, and practice, international contributors show how, in some settings, local traditions and values are honored while, in others, international educational ideas and programs become modified to suit local needs. Cases from Japan, China, Palestine, South Africa, Kenya, Finland, Italy, and New Zealand are discussed, as well as models from the United States.
Through its thorough investigation into teacher reflection practices throughout the world, Educational Change in International Early Childhood Contexts: Crossing Borders of Reflection focuses on the transformative value of these practices to promote change in early childhood education. Framing commentary from Linda R. Kroll and Daniel R. Meier provides context and places the case studies in conversation with one another, allowing for productive international comparisons in this dynamic collection.
Table of Contents
Linda R. Kroll and Daniel R. Meier
PART I: Inquiry, Reflection, and International Early Childhood Education
Chapter 1: Inquiry and Reflection to Promote Social Justice and International Understanding
Linda R. Kroll
Chapter 2: International Early Childhood Education: Unsettled Issues, New Possibilities
Daniel R. Meier
PART II: Power of Reflection: The Perspectives of Teachers in Cross-National Contexts
Chapter 3: Developing Teacher Collaboration along a Global Perspective: Using Inquiry in a Kenyan Preschool
Chapter 4: Cultural Consciousness: A Chinese Immigrant Teacher’s Understanding of Culture and Culturally Responsive Teaching in the U.S.
Chapter 5: Learning from Reflection: Lessons Learned From a U.S. Early Childhood Educator Teaching in Guatemala
Molly Van Houten
PART III: International Views on the Practice of Reflection and Inquiry
Chapter 6: Critical Thinking for Autonomous Citizenship: The Place of Philosophy for Children in South African Early Childhood Education
Amasa Philip Ndofirepi
Chapter 7: My Past is My Present is My Future: A Bi-Cultural Approach to Early Years Education in Aotearoa, New Zealand
Lesley Pohio, Adrienne Sansom, and Karen Liley
Chapter 8: Discourse on a Pedagogy of Listening: The Role of Documentation in Promoting Reflection and Analysis of Learning in Italy and the U.S.
Brenda Fyfe in consultation with Carlina Rinaldi
PART IV: Reflection and Professional Learning and Growth
Chapter 9: Transformations and Tensions in Finnish Early Childhood Education and Care
Kaisa Kopisto, Laura Salo, Lasse Lipponen and Leena Krokfors
Chapter 10: Education and Professional Development of Japanese Preschool Teachers
Kyoko Iwatate and Mikiko Tabu
Chapter 11: Reflection Through Story: Strengthening Palestinian Early Childhood Education
Linda R. Kroll and Daniel R. Meier
Linda R. Kroll is Professor of Early Childhood Education at Mills College.
Daniel R. Meier is Professor of Elementary Education at San Francisco State University.
"What really hits you when you read this book is the sheer number of first-hand experiences included and the associated wealth of ideas these bring. I love the onus on the importance of really actively listening to children and how important this is alongside reflective practice and enquiry from an international perspective, while respecting loyal voice." - Martine Horvath, EYE Magazine
"This innovative and unique book offers relevant encounters with teachers and children in educational contexts much larger than the title implies. Reflective practice and inquiry, the heart of the stated topic, become a complex and varied prism through which the experiences of teachers and children, learning along with families and communities of many cultures of the globe, are presented and analyzed while respecting local voices." - Lella Gandini, Ed.D, Reggio Children US Liaison, Distinguished Visiting Scholar, Lesley University
"This text details a wealth of first-hand experiences of those working with very young children in a variety of roles and global contexts. The importance of listening to children and taking into account their differing circumstances and agency is recognised, and the insights communicated will be of value to anyone involved in the complexities and tensions underlying the minute-to-minute decisions that comprise life inside and outside of the classroom. A book that is of as much relevance to education in the world today as it will be tomorrow." - John Jessel, Reader in Education, Goldsmiths, University of London