Early Childhood Education

Kalicki, Bernhard; Koenig, Anke

doi:10.5772/intechopen.97771

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…The process of this challenging transformation begins in early childhood as it is during this stage of the human lifespan that young children can assimilate a commitment to social justice. It is well established that children are very receptive to learning when they are young [26]; it is a period in the human lifespan when they acquire foundational social attitudes that often prevail into adulthood. It is a significant challenge for postmodern educators to Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children DOI: http://dx.doi.org/10.5772/intechopen.103747 help dislodge current norms in many countries and replace them with greater critical awareness, responsiveness, and a sense of responsibility.…”

Section: Early Childhood Education -Innovative Pedagogical Approaches...mentioning

confidence: 99%

Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

Wilkinson¹

2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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Over the past 30 years, postmodernism has established a firm foothold in the Arts, Literature, Architecture, and Philosophy. However, in Education, the adoption of the postmodernist paradigm into teaching and learning in educational settings is still in its infancy, especially in early childhood education and care where many argue that the ideas of postmodernism are most needed. Academics and some administrators now acknowledge that the social consequences arising from the Age of Modernity are adversely affecting humanity. A clarion call has been sounded for a radical re-alignment of the curriculum and pedagogy for young children to re-shape their social attitudes and behaviour. This chapter claims that the education of children in their early years needs to be informed and reformed by postmodernist ideas. In a recent publication, it was argued that the focus of early childhood education and care be shifted from a central focus on ‘the self’ to one where children learn to be located in social contexts where the emphasis is on greater critical awareness, social responsibility and social justice. After briefly contextualizing postmodernism, the chapter explores how a critical pedagogy for young children might emerge.

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Section: Early Childhood Education -Innovative Pedagogical Approaches...mentioning

confidence: 99%

Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

Wilkinson¹

2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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“…Furthermore, there is recognition of the imperative of sociocultural perspectives in understanding how children learn and thrive in educational settings (Amani & Fussy, 2023;Correia et al, 2023;Graham et al, 2023;Hedges, 2022;Kalicki & Koenig, 2021;Kultti, 2024;Leuwol et al, 2023;Liang et al, 2024;Repo et al, 2024;Weldemariam et al, 2022). Sociocultural perspectives in ECE, rooted in the work of Lev Vygotsky, emphasize the importance of considering children's cultural backgrounds, social interactions, and historical contexts in educational practices (Bodrova & Leong, 2024;El Gazi & Ibrahimi, 2024;McLeod, 2024;Vygotsky, 1978).…”

Section: Introductionmentioning

confidence: 99%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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“…Early childhood education and care (ECEC) have been of global interest for years, according to Karila [1]. Kalicki and Koening [2] suggest that the post-PISA debates trigger it, and it is focused on European education policy. Researchers argue that there is growing pressure on educational outcomes, even for young children [3].…”

Section: Introductionmentioning

confidence: 99%

Preschool Improvement Practices

Katharina Jacobsson

2024

Education and Human Development

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Early childhood education and care (ECEC) are current interests in many countries following international studies that show the importance of children starting their early years within a high-quality education and caring environment, which include health and well-being. This chapter is based on an action-research study, where four preschools explore the children’s and preschool staff’s experiences of activities that create recovery. The aim was: How can the theory of practice architecture be used to understand preschool staff and children’s experiences of activities that provide well-being, and what promotes alternatives hinder the process? With the support of practice architecture, arrangements have been made visible that promote or hinder the preschools’ work towards creating learning environments and activities that contribute to recovery The practice is shaped by the cultural-discursive, material-economic, and social-political arrangements that frame the practice and constrain or enable it. The result shows for instance that knowledge and a shared understanding of phenomena are necessary for the process, and that planned actions could be hindered by work environment laws and employee absences. The children’s input about recovery and what they liked or disliked gave insights into how the preschools could arrange activities catering to different needs and wishes.

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Early Childhood Education

Cited by 4 publications

References 27 publications

Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

Preschool Improvement Practices

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