Jan Georgeson is Research Fellow at Plymouth University. Jane Payler is Senior Lecturer in Early Years at the University of Winchester.
Inhaltsangabe
Part One: Setting the scene The importance of international perspectives Widening awareness of international approaches: an imperative for twenty-first-century early years practitioners? International recognition of children's rights and its influence on early childhood education and care: the case of Zambia Part Two: How approaches have developed Embedding early childhood education and care in the socio-cultural context: the case of Italy The new face of early childhood in the United States A critique of euro-centric perspectives on early childhood education and care in the Gambia Estonia: socio-historic and political influences on the early childhood education and care system Early childhood education in Norway and Sweden today: education for democracy Part Three: Workforce issues South Africa: who are the early years practitioners and where do they work? The quest for quality early childhood education and care: leadership in a changing political context in England and Hong Kong India: early childhood educators in changing patterns of early childhood education and care Early childhood education and care in the Czech Republic: recent developments within a changing society Part Four: Putting it into practice; curriculum and pedagogy Day to day in Italian preschools: environments for learning and development A day in the life of a New Zealand kindergarten teacher: a curriculum of open possibilities HighScope today: pedagogy for learning and development China: pedagogy today and the move towards creativity Canada: developing an ethical pedagogy and curriculum Diverse theories for diverse learners? The Australian early years learning framework Using Leuven observation and assessment tools to investigate outdoor provision Hungary: kindergarten as a public education institution The Japanese view of nature and its implications for the teaching of science in the early childhood years Early childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism
Part One: Setting the scene The importance of international perspectives Widening awareness of international approaches: an imperative for twenty-first-century early years practitioners? International recognition of children's rights and its influence on early childhood education and care: the case of Zambia Part Two: How approaches have developed Embedding early childhood education and care in the socio-cultural context: the case of Italy The new face of early childhood in the United States A critique of euro-centric perspectives on early childhood education and care in the Gambia Estonia: socio-historic and political influences on the early childhood education and care system Early childhood education in Norway and Sweden today: education for democracy Part Three: Workforce issues South Africa: who are the early years practitioners and where do they work? The quest for quality early childhood education and care: leadership in a changing political context in England and Hong Kong India: early childhood educators in changing patterns of early childhood education and care Early childhood education and care in the Czech Republic: recent developments within a changing society Part Four: Putting it into practice; curriculum and pedagogy Day to day in Italian preschools: environments for learning and development A day in the life of a New Zealand kindergarten teacher: a curriculum of open possibilities HighScope today: pedagogy for learning and development China: pedagogy today and the move towards creativity Canada: developing an ethical pedagogy and curriculum Diverse theories for diverse learners? The Australian early years learning framework Using Leuven observation and assessment tools to investigate outdoor provision Hungary: kindergarten as a public education institution The Japanese view of nature and its implications for the teaching of science in the early childhood years Early childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism
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