دانلود کتاب Learning to Teach Young Children: Theoretical Perspectives and Implications for Practice

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Cover\nContents\nFigures\nPreface\nAcknowledgements and Dedication\n1 Childhood and Society\n Proposition: The way that childhood is presented plays a role in children’s experiences of childhood\n What are the images of childhood?\n How can images of childhood be used as frames for practice?\n2 Children Are Citizens\n Proposition: Children have rights as citizens and active members of their communities\n What is the nature of children’s participation in their diverse social ecologies from a rights-based perspective?\n How do children express citizenship rights in their cultural and national communities?\n What is the teacher’s role in supporting children to express their rights as learners?\n3 Children, Communities and Cultures\n Proposition: Children’s everyday life and participation in multiple communities influences their emerging social and cultural selves\n How do children become members of social and cultural communities?\n How does children’s participation in their communities influence their identity development?\n How do teachers and parents partner in providing continuity of children’s experiences across communities?\n4 Experience, Learning and Development\n Proposition: Early experiences influence children’s development and learning\n What is environment?\n What is development?\n How do children’s experiences in the environment influence their learning and development?\n5 Partners in Learning\n Proposition: Children and adults are co-constructors of knowledge and partners in learning\n What does it mean to learn?\n Do children and adults learn in the same way? How do different theories view children’s learning and development?\n What does it mean for teachers to co-construct knowledge with children?\n6 Meaning-making and Representing Knowledge\n Proposition: Children make meaning and represent knowledge in a variety of ways\n How do children make meaning of the world?\n What does knowledge representation mean?\n What is the role of language as one of the symbolic tools through which humans make meaning and construct knowledge?\n What is the role of children’s art and art making as significant ways of knowing, problem solving and creating that allow for the construction of multiple meanings?\n7 Childhoods and Play\n Proposition: Play is an integral part of childhood\n What is play?\n How is play related to development?\n How is play related to learning, teaching and the curriculum?\n8 Children, Difference and Diversity\n Proposition: Children have abilities, strengths and needs, as well as the right to be different\n How is difference defined and how are difference and diversity related?\n Where does ‘difference as deficiency’ come from and how can we interrupt the practice of pathologizing children?\n What are the markers of difference and how are they related to children’s developing sense of who they are in relation to others?\n What does it mean to honour children’s right to be different?\n9 Teachers Are Researchers\n Proposition: Early childhood educators are (also) researchers\n How can pedagogical documentation be a learning process?\n How do teachers learn to document, and what does pedagogical documentation look like in classrooms?\n How does pedagogical documentation challenge the dominant discourse?\n10 Children Are Collaborators in Assessment\n Proposition: Children are active collaborators in and users of assessment\n What is assessment for?\n How does assessment support all learners?\nReferences\nIndex