ArTS Archivio della ricerca di Trieste
ArTS è il sistema di gestione integrata dei dati della ricerca adottato dall' Università degli Studi di Trieste
Englishas a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be shared understanding of the term between countries with different histories of early childhood provision. Case studies of England, Hungary and Italy consider focus group and questionnaire responses from staff and students on early childhood courses, together with curriculum guidance, to examine ‘child-centredness’ in the context of the cultural-historical background to early childhood provision in the three countries. Findings suggest that the term ‘child-centred’ has rich pedagogical associations that can be easily subsumed into different value systems prizing, for example, individuality, child development or democracy. In the light of these findings, we consider the implications of the use of the term ‘child-centred’.
| Titolo: | Can we have an international approach to child-centred early childhood practice? |
| Autori: | |
| Data di pubblicazione: | 2015 |
| Rivista: | |
| Abstract: | as a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be shared understanding of the term between countries with different histories of early childhood provision. Case studies of England, Hungary and Italy consider focus group and questionnaire responses from staff and students on early childhood courses, together with curriculum guidance, to examine ‘child-centredness’ in the context of the cultural-historical background to early childhood provision in the three countries. Findings suggest that the term ‘child-centred’ has rich pedagogical associations that can be easily subsumed into different value systems prizing, for example, individuality, child development or democracy. In the light of these findings, we consider the implications of the use of the term ‘child-centred’. |
| Handle: | http://hdl.handle.net/11368/2840211 |
| Digital Object Identifier (DOI): | http://dx.doi.org/10.1080/03004430.2015.1028388 |
| Appare nelle tipologie: | 1.1 Articolo in Rivista |
File in questo prodotto:
| File | Descrizione | Tipologia | Licenza | |
|---|---|---|---|---|
| child-centred paper.pdf | Articolo in formato elettronico | Documento in Versione Editoriale | Digital Rights Management non definito | Administrator Richiedi una copia |
http://hdl.handle.net/11368/2840211
