Author: Mona Sakr
Publisher: Bloomsbury Publishing
ISBN: 1350369659
Category : Education
Languages : en
Pages : 209
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Book Description
This book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood the chapters cover a range of areas from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.
Author: Jennifer Rowsell
Publisher:
ISBN: 9781350369672
Category : Child development
Languages : en
Pages : 0
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Book Description
This book argues that developmental approaches to observation in childhood pedagogy are limiting, restrictive, and present social justice dilemmas. This book unsettles, dismantles, and reimagines observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood, the chapters cover a range of areas, from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.
Author: Mona Sakr
Publisher: Bloomsbury Publishing
ISBN: 1350369667
Category : Education
Languages : en
Pages : 209
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Book Description
This book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood the chapters cover a range of areas from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.
Author: Jayne Osgood
Publisher: Bloomsbury Publishing
ISBN: 1350369748
Category : Education
Languages : en
Pages : 185
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Book Description
This book challenges the developmentalist paradigm that dominates research into children and childhood, focusing on observation as a research method. It offers new postdevelopmental ways of conducting childhood observations which are diverse in context and theoretical orientation, and in the process, deconstructs the dominant traditions of childhood research. Written by leading scholars based in Canada, Norway, the UK, and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and posthumanism, the chapters cover a range of topics including reciprocal methods, photography, childhood art, and memoir.
Author: Jayne Osgood
Publisher: Bloomsbury Publishing
ISBN: 1350042560
Category : Social Science
Languages : en
Pages : 232
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Book Description
In childhood research, children's art-making has typically been viewed and understood through a lens of developmental psychology and the notion that children's art-making progresses through a linear series of stages continues to dominate how we design and implement art-making experiences for young children. Postdevelopmental Approaches to Childhood Art brings together the work of theorists from around the world who have presented postdevelopmental approaches to childhood art, thereby playing a vital part in unsettling the dominance of the developmental paradigm and offering worked examples of alternative models. Drawing on sociocultural theory, Deleuzian philosophy, posthumanism and postmodernism each chapter offers a theoretical basis that challenges developmentalism, as well as an application of that theoretical basis. The contributors also consider what this shift in our perspective means for the design and implementation of art-making experiences for young children.
Author: Podmore, Valerie
Publisher: McGraw-Hill Education (UK)
ISBN: 0335244246
Category : Education
Languages : en
Pages : 137
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Book Description
This New Zealand adaptation looks both at historical roots of child observation as well as various approaches to observing young children in early years settings.
Author: Ioanna Palaiologou
Publisher: Learning Matters
ISBN: 0857257463
Category : Education
Languages : en
Pages : 186
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Book Description
This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It enables students to appreciate the central role of observation for understanding, planning for and educating early years children. The theoretical background to child observation is covered in detail, the text highlights important works and considers the ethical implications. This Second Edition includes new chapters on recording and analysing and the curriculum and is fully updated throughout with links to the updated Early Years Foundation Stage. Interactive activities and real life case studies are included to help the reader engage with the text and make essential links between theory and practice. Ioanna Palaiologou is a lecturer and researcher at the Centre for Educational Studies at the University of Hull and a Chartered Psychologist of the British Psychological Society with specialism on child development and learning theories. Ioanna is currently leading the Masters in Early Childhood Studies, supervises a number of PhD students and is the Academic coordinator for Research Students Support. About the Early Years Series This series has been designed to support degree and foundation degree students of early years, early childhood and realted disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Activities pose questions to prompt thought and discussion, and further reading suggestions, including useful websites, are provided to help students access extended learning in each topic. Other titles in the series are Child Development for Early Childhood Studies, Successful Placements in Early Years Settings and Childhood in Society for Early Childhood Studies.
Author: Alma Fleet
Publisher: SAGE
ISBN: 1526415372
Category : Education
Languages : en
Pages : 233
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Book Description
Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
Author: Millie Almy
Publisher: Teachers College Press
ISBN: 0807776327
Category : Education
Languages : en
Pages : 342
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Book Description
Since the publication of the widely used Ways of Studying Children in 1959, young children and education have experienced many new influences, including an increased emphasis on learning in the early years. Focusing on children under the age of eight, this enlarged edition analyzes theories and practices that have had an impact on the study of young children, such as the insights of Jean Piaget and the use of behavioral objectives.New applications of child study relevant to bilingual children, youngsters from diverse cultures, and handicapped children are provided. In a balanced way, the authors consider controversial questions of school records versus children's privacy, standardization and individual development, cognitive and emotional growth, excessive testing versus other ways of appraising progress. Up-to-date lists of suggested readings at the end of each chapter offer additional opportunities for learning and growth to experienced or beginning teachers.Reviewers praised Ways of Studying Children as practical and readable, valuable not only to teachers but also to supervisors, curriculum coordinators, parents, and others interested in education. The new edition adds special appeal for teachers in preschool programs, day-care centers, and kindergarten through second grade.The authors offer a detailed, caring perspective on individual child development that concentrates on the whole child. They are concerned not only with the study of young children, but also with the realities faced by early childhood teachers today. “The wisdom of child sense and teacher sense in this book, together with its comfortable style, will, of themselves, give it an abiding place on my shelf.” —From the Foreword by David Elkind
Author: Marian Marion
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 324
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Book Description
Written by a prolific, well-respected author, this book teaches how to observe, document, and assess children's development and progress--emphasizing how powerful ethical, responsible observation can be in a teacher's professional life. Focusing on observations as an intrinsic part of authentic assessment, the author advocates a protective, respectful attitude toward it. Provides an overview of various informal and formal observation and assessment strategies, as well as instruction in how to embed observation into the daily routine of the early childhood classroom. Explores ways to prevent problems, ways to solve problems, and ways to work cooperatively with parents. Included is coverage of the ethics of observation and the pros and cons of standardized testing as it relates to observation and assessment. For early childhood teachers.
