Early Childhood Care and Education: A Child Perspective Paradigm

Autor/inn/en	Sommer, Dion; Pramling Samuelsson, Ingrid; Hundeide, Karsten
Titel	Early Childhood Care and Education: A Child Perspective Paradigm
Quelle	In: European Early Childhood Education Research Journal, 21 (2013) 4, S.459-475 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2013.845436
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care; Childhood Attitudes; Scaffolding (Teaching Technique); Interpersonal Relationship; Caregiver Child Relationship; Socialization; Child Caregivers; Mathematics Instruction; Teaching Methods; Painting (Visual Arts); Art Education + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Socialisation; Sozialisation; Caregiver; Caregivers; Carer; Child; Children; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Malerei; Arts; Art in Education; Kunst; Bildung; Erziehung
Abstract	From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 2001). At the same time, historically it looks like people think there is a specific programme that will solve all problems and guarantee a high quality in early years education, since different discourses keep appearing. Right now based on the UN Convention of the Right of the Child, children's voices and perspectives are central to education for young children. In this theoretical article we will discuss what an early childhood education based on child perspectives and children's perspective could be. The two perspectives will be defined. Central notions and features for a pedagogy that takes both of these perspectives into practice will be illustrated, but also aspects that link care and education. The important relation between children's experiences in the family and in early childhood education call for a sensitivity and dialogue with children that presuppose adults' skills to empathically and cognitively make sense of children's worlds. This means that, instead of arguing for a certain programme to early years education, we try to focus attention to certain features and aspects that could be of importance for a child's right to education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10