Practical Transformations and Transformational Practices
Globalization, Postmodernism, and Early Childhood Education
Published on 26. July 2005
290 pages
978-1-84950-364-8 (ISBN)
Description
Both traditional and progressive curricula are inadequate for the task of responding to the economic, political, social, and cultural changes that have occurred as a result of globalization. This book documents some of the ongoing work occurring in early childhood settings that is aimed at improving, and ultimately transforming, early childhood practice in these changed and changing times. The authors do not simply critique developmental approaches or the increasing standardization of the field. Instead, they describe how they are playing around with postmodern ideas in practice and developing unique approaches to the diverse educational circumstances that confront early childhood educators. Whether it is preparing teachers, using materials, or developing policies, each chapter provides readers with possibilities for enacting pedagogies that are responsive to the contemporary circumstances shaping the lives of young children.
More details
Series
Language
English
Place of publication
Bingley
United Kingdom
Target group
Professional and scholarly
File size
2,44 MB
ISBN-13
978-1-84950-364-8 (9781849503648)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Sharon Ryan | Susan Grieshaber
Practical Transformations and Transformational Practices
Globalization, Postmodernism, and Early Childhood Education
Book
07/2005
JAI Press Inc.
€162.20
Shipment within 15-20 days
Content
Series Editor's Introduction. Part I: Early Childhood Education, Globalization, and Postmodernity. Transforming Ideas and Practices. (S. Ryan, S. Grieshaber). Voices at the Table: An Analysis of Collaboration in the Policy Process of a Local Preschool Initiative. (L. Heimer). Part II: Diversity and Difference in Early Childhood Classrooms. (De) Centering the Kindergarten Prototype in the Child-Centered Classroom. (E. Graue). Teaching Notes. (F. McArdle). The Amorphous Pretend Play Curriculum: Theorizing Embodied Synthetic Multicultural Props. (R. Johnson). Implementing Te What;riki as Postmodernist Practice: A Perspective from Aotearoa/New Zealand. (J. Ritchie). Part III: Teacher Education and Professional Development. Postcolonial Theory and the Practice of Teacher Education. (R. Viruru). Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course. (C. Genishi, Shin-ying Huang, T. Glupzynski). Putting Postmodern Theories into Practice in Early Childhood Teacher Education. (J. Sumsion). Challenging the Culture of Expertise: Moving Beyond Training the Always, Already Failing Early Childhood Educator. (S. Novinger, L. O'Brien, L. Sweigman). Improvisation: Postmodern Play for Early Childhood Teachers. (C. Lobman). Index.
