Globally Minded Preschoolers: Playful Investigation of the Interdependence between Self, Others, and Society

Autor/inn/en	Bryan-Silva, Kutasha; Sanders-Smith, Stephanie C.; Yang, Sylvia Ya-Hsuan
Titel	Globally Minded Preschoolers: Playful Investigation of the Interdependence between Self, Others, and Society
Quelle	In: Early Childhood Education Journal, 51 (2023) 7, S.1145-1155 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryan-Silva, Kutasha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01357-8
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Global Approach; International Schools; Interpersonal Relationship; Caring; Environment; Philosophy; Democratic Values; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Globales Denken; International school; Internationale Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Umwelt; Philosophie; Hongkong
Abstract	This study focuses on the early years program at International School Hong Kong (ISHK), a school with an explicit mission towards global mindedness. The program aims to move beyond narrow conceptions of us/them, north/south, and east/west binaries. Instead, ISHK urges children to view the world holistically through a range of perspectives. Within the context of ISHK, the early childhood program encourages children to understand the concept of interdependence through strong relationships and caring for others and the environment. The school draws from both Deweyan and Confucian philosophies in an effort to blend ideas of the East and West. Confucian ideals, in particular, support the need for a child to become junzi ([Chinese characters omitted], an exemplary person) through harmonious relationships, respect and appreciation of differences, coexistence with others, and compassion for the natural world. Deweyan views of democratic relationships support children in learning to work together and find common ground with others. Findings from this study suggest that children at ISHK learn to engage with and challenge peers, encounter and respect cultures other than their own, and investigate ways to conserve the planet. Through this program, children appear to be building early competencies for long-term global engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01