Beyond Quality in Early Childhood Education and Care
Languages of Evaluation
Seiten
2006
|
2nd New edition
Routledge (Verlag)
978-0-415-41848-5 (ISBN)
Routledge (Verlag)
978-0-415-41848-5 (ISBN)
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Challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. This book relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields, and to an analysis of the world we live in.
Taking a broad approach, this second edition of Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.
Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.
The authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.
Taking a broad approach, this second edition of Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.
Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.
The authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.
Stockholm School of Education, Sweden Thomas Coram Research Unit, Institute of Education, UK University of Victoria, British Columbia, Canada
1. What This Book is About 2. Theoretical Perspectives: Modernity and Postmodernity, Power and Ethics 3. Constructing Early Childhood Institution: What Do We Think It Is? 4. Constructing the Early Childhood Institution: What Do We Think They Are For? 5. Beyond the Discourse of Quality to the Discourse of Meaning Making 6. The Stockholm Project: Constructing a Pedagogy that Speaks in the Voice of the Child, the Pedagogue and the Parent 7. Pedagogical Documentation: A Practice for Reflection and Democracy 8. Minority Directions in the Majority World: Threats and Possibilities
| Verlagsort | London |
|---|---|
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 476 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sozialpädagogik |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-415-41848-8 / 0415418488 |
| ISBN-13 | 978-0-415-41848-5 / 9780415418485 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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