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International Perspectives on Early Years Workforce Development [Pehme köide]

Edited by , Edited by (Plymouth Institute of Education, Plymouth University, UK.)
  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 246x174x9 mm, kaal: 300 g
  • Sari: Critical Approaches to the Early Years
  • Ilmumisaeg: 14-Jan-2015
  • Kirjastus: Critical Publishing Ltd
  • ISBN-10: 1909682772
  • ISBN-13: 9781909682771
Teised raamatud teemal:
International Perspectives on Early Years Workforce DevelopmentSuurem pilt
  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 246x174x9 mm, kaal: 300 g
  • Sari: Critical Approaches to the Early Years
  • Ilmumisaeg: 14-Jan-2015
  • Kirjastus: Critical Publishing Ltd
  • ISBN-10: 1909682772
  • ISBN-13: 9781909682771
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781909682771.html
Märksõnad:
This up to date text is suitable for students on all early years and early childhood courses as well as interested practitioners. It looks at the current structure of the early childhood education and care (ECEC) workforce in different countries, each of which represents a distinct philosophical tradition, tracing what has shaped this structure and examining how politics and policy have moulded the workforce over time. Each chapter analyses historical, philosophical and political developments in the respective country and looks at key theorists, the concepts of childhood that have shaped the workforce and the pedagogical approach. The unique aspects of each country are highlighted along with a consideration of what the future might hold for the workforce. Students and practitioners will achieve a more critical understanding of current practice and the beliefs which underpin particular pedagogical approaches while being encouraged to question their own values and practice.

Arvustused

I think this is a very unique book which certainly fills a gap in the market. - Abigail Gosling, University of BedfordshireI thought it was a super book! I particularly like the way the book challenges western 'norms' in terms of early childhood. - Erica Evans, University of BrightonThe text is very accessible and provides a good breadth of provision. - Helen Childerhouse, Bishop Grossteste University

Muu info

I think this is a very unique book which certainly fills a gap in the market. -- Abigail Gosling, University of Bedfordshire I thought it was a super book! I particularly like the way the book challenges western 'norms' in terms of early childhood. -- Erica Evans, University of Brighton The text is very accessible and provides a good breadth of provision. -- Helen Childerhouse, Bishop Grossteste University
Meet the series editor and book editors viii
About the contributors xi
Acknowledgements xi
Preface: introduction to critical thinking 1(4)
1 International perspectives on workforce development in ECEC: history, philosophy and politics
5(8)
Verity Campbell-Barr
Jan Georgeson
Philip Selbie
A global interest in children through history
6(1)
ECEC pioneers
6(1)
Cultural perspectives of children and families
7(1)
Policy developments
8(1)
Global variations in qualifications
9(1)
Further reading
10(1)
References
11(2)
Part A Philosophical pioneers
13(42)
2 Britain: a complex mix of philosophy and politics
14(13)
Philip Selbie
Lynn Blakemore
Claire Farley
Verity Campbell-Barr
Introduction
15(1)
Some theoretical background to the development of ECEC from the seventeenth century to the present day
15(4)
Britain's politics: a complex system
19(2)
Policy developments: a shared history?
21(4)
Further reading
25(1)
References
25(2)
3 Russia: Golden Key Schools
27(13)
Colette Murphy
Noirin Hayes
A brief history of preschool development in Russia
28(1)
Vygotskian Golden Key Schools (Zolotoi Kluchick)
28(3)
Vygotskian principles in Golden Key Schools
31(4)
Learning in Golden Key Schools
35(3)
Further reading
38(1)
References
38(2)
4 The complex construction of professionalism in ECEC services in Italy
40(15)
Federica Caruso
Paolo Sorzio
Introduction
41(1)
Cultural models in ECEC provision
41(3)
Institutional and professional development
44(4)
Unfulfilled promises?
48(2)
Conclusion
50(1)
Further reading
51(1)
References
51(4)
Part B Gender and the workforce
55(40)
5 Professionalisation processes and gender issues: the establishment of ECEC workforce in Sweden
56(13)
Sven Persson
Ingegerd Tallberg Broman
Introduction
57(1)
The current situation
58(1)
From philanthropy to social policy for welfare: the early pioneers
59(3)
Social policy and the modern project: the early establishment of a profession
62(1)
The state and the profession: dilemmas and legitimisation
63(1)
From social pedagogy to school readiness
64(2)
Further reading
66(1)
References
66(3)
6 The Australian ECEC workforce: feminism, feminisation and fragmentation
69(14)
Frances Press
Introduction
70(1)
The contemporary context
70(4)
Who comprises the Australian early childhood workforce?
74(1)
The historical development of ECEC in Australia
74(2)
Implications for the early childhood workforce
76(2)
Trends, challenges and opportunities
78(2)
Further reading
80(1)
References
81(2)
7 Japan: young female teachers in kindergartens and nursery schools
83(12)
Manabu Sumida
Introduction
84(1)
Japanese early childhood education: from dual to hybrid policy
84(5)
Critical workforce issues in ECEC in Japan
89(4)
Further reading
93(1)
References
93(2)
Part C Political histories
95
8 Germany: parallel histories in ECEC
96(13)
Ulrike Hohmann
Introduction
97(1)
The development of ECEC in Germany
97(5)
Education and training of the workforce
102(1)
Key theorists and pedagogical approaches
103(1)
Moving ECEC forward
104(1)
Further reading
105(1)
References
106(3)
9 Hungarian perspectives on early years workforce development
109(13)
Aniko Nagy Varga
Balazs Molnar
Sandor Palfi
Sandor Szerepi
The beginning: the founder, Terez Brunszvik
110(2)
Political and social changes after World War I
112(2)
Political influences in the 1930s
114(1)
Two decades of Soviet-Russian kindergarten pedagogy in Hungary (1948--71)
114(2)
The ideology is changed to professionalism (1971--89)
116(2)
From the change of regime to the present (1984--2014)
118(2)
Further reading
120(1)
References
121(1)
10 ECEC in the Philippines: a multicultural and multilingual context
122(14)
Greg Tabios Pawilen
Introduction
123(1)
A brief historical background of ECEC in the Philippines
123(2)
Early childhood education programmes in the Philippines
125(2)
Educational needs of young children in indigenous and local communities
127(3)
The New Kindergarten Education Act of the Philippines
130(4)
Further reading
134(1)
References
134(2)
11 Pulling the threads together
136
Jan Georgeson
Verity Campbell-Barr
Common threads
136(1)
Frobel and the kindergarten movement
136(3)
Women into the workforce
139(1)
World wars and civil wars
140(2)
References
142(1)
Index
143
Verity Campbell-Barr is a Lecturer in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University. Her research interests include the mixed economy of childcare and early years education provision, experiences of working in early childhood occupations, the role of childcare in supporting employment and the welfare to work agenda, and understandings of quality childcare and early years education from multiple perspectives.

Janet Georgeson is a Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University. Her role involves developing and conducting independent research projects and collaborating with colleagues in the development of research within the School of Education, and she has a particular interest in research methods. She is currently researching the professionalisation of the early years workforce, and early cognitive development, including the role of parents, practitioners and other care-givers.