Implications: Teachers Being Relationally Aware
From birth we are emotionally and relationally becoming human-beings together. This final chapter addresses practical implications for early childhood teachers in being relational and respectful, seeing children as human-beings, as becoming emotionally gr
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Sophie Jane Alcock
Young Children Playing
Relational Approaches to Emotional Learning in Early Childhood Settings
Young Children Playing
International Perspectives on Early Childhood Education and Development Volume 12
Series Editors Professor Marilyn Fleer, Monash University, Australia Professor Ingrid Pramling Samuelsson, Gothenburg University, Sweden Editorial Board Professor Joy Cullen, Massey University, New Zealand Professor Yukiko Mastsukawa, Rak-Rak University, Japan Professor Rebeca Mejía Arauz, ITESO, Mexico Professor Nirmala Rao, University of Hong Kong, China Professor Anne B. Smith, Formerly from the Children’s Issues Centre, University of Otago, New Zealand Professor Collette Tayler, Queensland University of Technology, Australia Associate Professor Eva Johansson, Gothenburg University, Sweden Professor Lilian G. Katz, Ph.D. Professor Emerita of Early Childhood Education, University of Illinois, USA Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will: • • • • • • • •
Examine how learning is organized across a range of cultures, particularly indigenous communities Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries Critique how particular forms of knowledge are constructed in curriculum within and across countries Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries Examine how early childhood education is researched locally and globally Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectives from those that dominate many Western heritage countries Critique assessment practices and consider a broader set of ways of measuring children’s learning Examine concept formation from within the context of country-specific pedagogy and learning outcomes
The series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric
More information about this series at http://www.springer.com/series/7601
Sophie Jane Alcock
Young Children Playing Relational Approaches to Emotional Learning in Early Childhood Settings
Sophie Jane Alcock Victoria University of Wellington Wellington, New Zealand
International Perspectives on Early C
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