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.
List of Figures and Tables
List of Contributors
Foreword: Professor Peter Moss
Our reasons for writing this book: reflections from the editors
Introduction by Naomi McLeod and Patricia Giardiello
PART ONE: THE FOUNDATIONS
Chapter 1: The Purpose of Education Today by Naomi McLeod and Patricia Giardiello
Chapter 2: The Reflexive Educator by Naomi McLeod
Chapter 3: Democracy and Participation in Early Childhood Education by Naomi McLeod and Tarja Karlsson Häikiö
PART TWO: FIVE INTERNATIONAL PEDAGOGIES AS PROVOCATION
Chapter 4: Maria Montessori (with Perspectives from Sweden) byPatricia Giardiello and Kerstin Signert
Chapter 5: Reggio Emilia (with Perspectives from Sweden) by Patricia Giardiello, Tarja Karlsson Häikiö, Pernilla Mårtensson
Chapter 6: A Finnish Perspective of Early Childhood Education byPatricia Giardiello, Tarja Karlsson Häikiö, Ulla Härkönen, Liisa Lohilahti and Naomi McLeod
Chapter 7: Te Whāriki by Patricia Giardiello, Geraldine Leydon and Annette Hargreaves
Chapter 8: Danish Outdoor Nature Pedagogy by Naomi McLeod
PART THREE – A WAY FORWARD
Chapter 9: Wider Issues In Early Childhood Education by Patricia Giardiello and Tarja Karlsson Häikiö
Chapter 10: Chapter 10: Hope for the Future: New Possibilities for Sustaining a Reflexive Approach by Naomi McLeod, Tarja Karlsson Häikiö and Pernilla Mårtensson
Afterword: A Meeting Place by Naomi McLeod and Patricia Giardiello