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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Classification:Child Care & Early Education Philosophy & Theory [remove];
32 results found.|
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The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child? A critque of the Australian Early Development Index and how its usage creates and prescribes vulnerability for at risk young children |
Reports & Papers
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The construction of ‘Toddler’ in early childhood pedagogy A description of toddler “style” and the play qualities of this style in pedagogy based on a philosophical analysis of toddler peers in Norwegian early child care centers |
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'Crossing the Rubicon': Strategic planning or neo-biopower?: A critique of the language of New Zealand's early childhood strategic plan An examination of the term 'strategy' in public management language and its uses to manage groups of people constructed as problematic and outside the accepted norm, drawn from a 2002-2012 New Zealand strategic plan for early childhood education and related documentation |
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Discerning pedagogical quality in preschool An exploration of definitions and theoretical assumptions of pedagogical quality in preschool from an analysis of 4 empirical studies in early childhood education in Sweden |
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Early childhood education and learning for sustainable development and citizenship A discussion of education for sustainability in Swedish pre-school and in early childhood education, its integration into preschool pedagogy, and discussion of the idea of the preschool child as learner of sustainability |
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Early childhood education for sustainability: Recommendations for development Formally adopted recommendations and action points for the advancement of Education for Sustainable Development (ESD) in Early Childhood Education, from an international collaboration supported by a number of international organizations including: The Centre for Environment and Sustainability the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO, and the Swedish International Centre of Education for Sustainable Development that were formally adopted in November 2008 |
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Early childhood inclusion A discussion of a proposed standard definition of early childhood inclusion and the need for its national adaptation, and recommendations for the improvement of inclusive early childhood services |
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Early childhood inclusion: A summary Highlights of a discussion of a proposed standard definition of early childhood inclusion and the need for its national adaptation, and recommendations for the improvement of inclusive early childhood services |
Executive Summary
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Early childhood inclusion: A summary Highlights of a discussion of a proposed standard definition of early childhood inclusion and the need for its national adaptation, and recommendations for the improvement of inclusive early childhood services |
Executive Summary
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Editorial [Introduction to a special issue: Special Vygotsky issue] An introduction to a special themed issue of the Journal of Australian Research in Early Childhood Education, which draws upon the cultural-historical theory of Lev Semonovich Vygotsky to frame, interpret and present research findings |
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Education for sustainable development in early childhood education: A global solution to local concerns? A discussion of Education for Sustainable Development and an argument that it has the potential to promote global commitment within the field of early childhood education to sustainable practices that reflect local concerns |
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Evaluation of a laboratory preschool: Utilizing a theory approach logic model A description of a self-study evaluation undergone by a university laboratory preschool that serves 50 children who are 2, 3, and 4-years-old to illustrate the connections between educational theories and undergraduate instructional activities for students in teacher education programs |
Reports & Papers
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Every voice matters: The importance of advocacy An editorial on the history of two major advocacy organizations, the Children's Defense Fund and Citizens' Committee for Children of New York, and a discussion of the role of advocates in the field of Early Care and Education |
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Exploring the resistance: An Australian perspective on educating for sustainability in early childhood A position paper advocating for the integration of notions of environmental sustainability into Early Childhood Education based on an overview of research literature and the authors’ long engagement in the field |
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From ideology to productivity: Reforming early childhood education and care in Australia A description of the patchwork quilt of child care and early education policies, funding sources, and services found throughout Australia, and a discussion of national-level changes being considered to standardize regulations, quality, and learning goals |
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Harmony as the basis for education for sustainable development: A case example of Yew Chung International Schools A description of the education for sustainable development philosophy and practices of an affiliate of the Yew Chung Educational Foundation and discussion of the philosophical roots of the concept of 'Harmony' among humans and between humanity and nature in a Chinese interpretation of sustainable development |
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Homophobia, sexism, and early childhood education: A review of the literature An exploration of the dynamics homophobia and sexism in early childhood settings, based on a review of 31 studies on gender and sexuality published between 1975 and 2007 |
Literature Review
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Letter from the editors A definition of sustainable development and a discussion of the role of early education in this global economic and social goal |
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Needs or rights?: A challenge to the discourse of special education An argument for the abandonment of the special needs discourse, due to its leading to exclusionary practices within education in the United Kingdom, in exchange for a rights-based discourse for young people currently described as having special educational needs |
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Neurobiology and child development: Challenging current interpretation and policy implications A critique of the use neurobiological knowledge to argue for patriarchal roles for parental and non-parental caregivers in Australia, and a presentation of a non-patriarchal perspective based on the same scientific knowledge |
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The passion for educating the "New Man": Debates about preschooling in Soviet Russia 1917-1925 An examination of the accommodation of liberal and progressive ideas within the Marxist labor school philosophy, elements of which were incorporated in preschools established by the Soviet regime, and the ways preschool served the development and the necessities of the new state through a study of the massive commitment to education and care of young children in Russia from just after the revolution of 1917–25 |
Reports & Papers
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A post-developmentalism?: Using Vygotsksy to see the redundancy of psychology for educational thought An argument that the merit of Vygotsky's project should be measured in its applicability to an ethics of pedagogy in which the particular conditions of learners are valued and privileged instead of an ethic whereby transcendental laws fix the points of learning on an abstract scale of growth and maturation |
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The problems with using the concept of ‘citizenship’ in early years policy An overview of the idea of “citizenship” that appears in the literature of early years policy from the perspective of the field of political theory, and a discussion of the possibility of children as citizens in policy discourses in Australia |
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Queering child/hood policies: Canadian examples and perspectives A discussion of ways to think about the intersection of queer theory and Canadian Early Childhood Education policy through an examination of ways in which subjects are controlled through knowledge, information, and communication |
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Relationship theory in the nursery: Attachment and beyond An overview of the sociocultural context of relationships, the infants’ role in relationship formation, the nature of peer relationships and a proposal for the adoption of an inclusive approach to relationships that extends beyond that afforded by attachment theory alone |
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