Towards a global paradigm for research into early childhood education

Woodhead, Martin

doi:10.1080/13502939985208291

Cited by 42 publications

(50 citation statements)

References 12 publications

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“…There are instances of bi-directionality in influence, such as the significant global spread of a unique set of approaches developed in the small town of Reggio Emilia, Italy (Grieshaber & Hatch, 2003). However, there is considerable concern about the global tendency to apply characteristics of 'quality' based on European-American ideals regarding early childhood across diverse cultural contexts (Woodhead, 1999;Prochner, 2002;Welmond, 2002;Rosenthal, 2003;Penn, 2005).…”

Section: Globalisation and The Spread Of European-american Idealsmentioning

confidence: 99%

“…Implicit expression of diverse cultural 'mentalities' in young children's daily practices is also evident across diverse cultural systems within which early childhood settings operate (Woodhead, 1999), so any legitimate benchmark of quality must be based upon contextual features and considerations. While calls for global quality in early childhood education should be promoted, application of benchmarks developed elsewhere that carry the risk of undermining local practices should not.…”

Section: Conclusion and Ways Forward: Avoiding Recolonisationmentioning

confidence: 99%

“…As Rosenthal (2003) and Woodhead (1999) have suggested, a valuable starting point in acknowledgement of pluralistic notions of quality is provision of support for individual countries, where appropriate, in articulating unique educational goals and practices. Such efforts do exist: Miyahara & Meyers (2008) report on a global, UNICEF-sponsored initiative ('Going Global') to support countries in developing localised learning and development standards for young children's education, through a process of community-wide consultation (Kagan & Britto, 2005).…”

Section: Conclusion and Ways Forward: Avoiding Recolonisationmentioning

confidence: 99%

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Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson

2011

Contemporary Issues in Early Childhood

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This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The article's position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global 'recolonisation' of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.

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Section: Globalisation and The Spread Of European-american Idealsmentioning

confidence: 99%

Section: Conclusion and Ways Forward: Avoiding Recolonisationmentioning

confidence: 99%

Section: Conclusion and Ways Forward: Avoiding Recolonisationmentioning

confidence: 99%

See 1 more Smart Citation

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson

2011

Contemporary Issues in Early Childhood

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“…Despite cautions against assumptions regarding the universal relevance of European American notions about what is 'right' for children, much of what development organisations espouse in terms of early childhood is informed by distinctively European American approaches (Woodhead, 1999;. At the same time, early childhood and educational research and commentaries within European American contexts have themselves reflected critically on the assumed origins and continued applicability of accepted theory and practice.…”

Section: Educationmentioning

confidence: 99%

“…We begin by drawing attention to global developments in early childhood, which have amplified the spread of European American notions about what is 'best' for children . We then review aspects of a substantial body of research that has, over several decades, established the need to account for diverse value systems in early childhood programmes across socio-cultural contexts (Woodhead, 1999). We also refer briefly to a growing body of literature that highlights difficulties associated with direct transferral of practices across diverse contexts, including those that are working towards achieving similar goals.…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development in early childhood education: A global solution to local concerns?

Pearson

Degotardi

2009

IJEC

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SUMMARYThis paper makes the case that Education for Sustainable Development (ESD) offers the field of early childhood a valuable base upon which to begin addressing some substantial contemporary concerns. In the paper, we outline key recent developments in the field of early childhood, particularly those related to globalisation and the spread of European American ideals. Yet ESD promotes the incorporation of local and indigenous understandings in formal education. We propose that, given; (i) broadening appreciation of the reality that early childhood education is characterised by diversity in early values and practices across sociocultural contexts, and; (ii) global interest in and commitment to early childhood education, the field is not only in need of, but also well-placed to adopt this key principle of ESD. RÉSUMÉCet article soutien que l'éducation pour le développement durable (EDD) offre au secteur de la petite enfance une base valable sur laquelle s'appuyer pour aborder des considérations contemporaines. Dans cet article, nous soulignons les récents développements dans le champ de la petite enfance, en particulier ceux liés à la mondialisation et à la diffusion des idéaux américains européens. Pourtant, l'EDD fournit des moyens pour favoriser l'intégration des questions locales et indigènes dans l'enseignement formel. Nous proposons que puisque ; (i) l'éducation de la petite enfance est caractérisée par une diversité de valeurs et de pratiques à travers des contextes socioculturels, et ; (ii) l'intérêt et l'engagement dans l'éducation de la petite enfance, le champ a non seulement besoin de, mais est également bien placé pour adopter ces principes d'EDD. RESUMENEste artículo destaca que la educación para el desarrollo sustentable (ESD) ofrece al campo de la niñez temprana una base valiosa sobre la cual comenzar a analizar algunas preocupaciones contemporáneas sustenaciales. En el artículo, se delinean algunos desarrollo recientes claves en el campo de la niñez temprana, particularmente aquellos relacionados con la globalización y el esparcimiento de los ideales americanos y europeos. El ESD por otra parte, promueve la incorporación del entendimiento local e indígena en la enseñanza convencional. Proponemos apoyar estas ideas puesto que se destaca (i) uan apreciación mas amplia de la realidad, aspecto por el que la educación de la niñez temprana es caracterizada : la diversidad en valores y prácticas tempranas en los diferentes contextos socioculturales, y; (ii) el interés global y el compromiso con la educación de la niñez temprana, permite aprecair que el campo está no sólo necesitando, sino también bien situado para adoptar este principio dominante de ESD.

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2000

Focus on Early Childhood: Principles and Realities

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Towards a global paradigm for research into early childhood education

Cited by 42 publications

References 12 publications

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Education for sustainable development in early childhood education: A global solution to local concerns?

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