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OverviewBuilding on highly topical research surrounding young children’s participation, this book draws on a diversity of disciplines exploring the importance of participatory approaches to children’s early education and shows how fostering a sense of identity and belonging are essential to early learning. Taking young children seriously demands a high level of confidence and leadership in early years practitioners, and the author provides a convincing, well researched rationale for using this approach in early years contexts. The chapters • demonstrate the importance of listening to the voices of the children, • show how to help young children make sense of the rules and hierarchies they encounter in the classroom • explore ways of working that include the young children but also allow adults to shape approaches to collective decision making • use examples of the type of questions which children might ask when they first enter school, which are presented as ‘windows’ into children’s experiences via key moments or incidents in the school day • provide a framework and practical tools for planning This book is an important addition to debate about the politics and ethics of a highly prescribed and mainly developmentally-informed early years curriculum. Researchers and students of early childhood education will find much here of interest to them. Full Product DetailsAuthor: Caroline Bath (Sheffield Hallam University, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.60cm , Height: 0.70cm , Length: 23.40cm Weight: 0.204kg ISBN: 9780415483681ISBN 10: 0415483689 Pages: 116 Publication Date: 24 March 2009 Audience: College/higher education , Tertiary & Higher Education , Undergraduate Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction 1. Planning the project: Theory and practice in the classroom The schools The aims and questions The approaches: i. participatory action research ii. Ethnography The methods Participatory techniques with children Summary 2. What does it mean to belong: Belonging in English education Critical pedagogy in the early years The problem with ‘participation’ Theories of democracy Democracy, participation and education Summary 3. Participation in early childhood education: The early years classroom as a site for participation Listening to children and beyond Participation in recent early childhood policy Participation and early childhood curriculum Summary 4. Participatory work at the start of school: Studying young children The role of the researcher The role of the teacher The role of the child Children’s Perspectives Summary 5. What am I good at?: Introduction Competence Mastery You mean working as a team? Summary 6. Who’s my friend?: Loyalty and love The importance of care Playing at playing together Summary 7. Who’s in charge?: Doing as you’re told? Making Decisions You’re not coming to my party Summary 8. What am I allowed to do?: Routines and rituals Bending and unbending the rules The pattern of narrative Summary 9. How to plan for participation: Introduction Participatory methods Participatory practices Participatory projects Planning for participation Conclusion ReferencesReviews""" Although this book is recommended for researchers and students of early childhood education, it will inspire reception class teachers to develop the confidence and leadership necessary to really take children seriously."" -- Early Years Update, Issue 84, December 2010." Although this book is recommended for researchers and students of early childhood education, it will inspire reception class teachers to develop the confidence and leadership necessary to really take children seriously. -- Early Years Update, Issue 84, December 2010. Author InformationSheffield Hallam University, UK Tab Content 6Author Website:Countries AvailableAll regions |
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