Pedagogy and Ethics in Early Childhood Education and Care: A Danish Hermeneutic Inquiry

Autor/in	Rothuizen, Jan Jaap
Titel	Pedagogy and Ethics in Early Childhood Education and Care: A Danish Hermeneutic Inquiry
Quelle	In: ECNU Review of Education, 5 (2022) 4, S.624-642 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rothuizen, Jan Jaap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311221105526
Schlagwörter	Foreign Countries; Ethics; Teaching Methods; Early Childhood Education; Child Care; Political Influences; Government Role; Hermeneutics; Governance; Educational Philosophy; Curriculum; Denmark + Suchen Sie Ihr Suchwort? Ausland; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Political influence; Politischer Einfluss; Hermeneutik; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsphilosophie; Erziehungsphilosophie; Curricula; Lehrplan; Rahmenplan; Dänemark
Abstract	Purpose: This article provides an exploration of the internal relationship between ethics and pedagogy in early childhood education and care (ECEC). It aims at a clarification of the interrelationships between political and administrative government, the absence/presence of a pedagogical foundation, and the need for a code of ethics. Design/Approach/Methods: The overall approach is hermeneutic and combines interpretations of a narrative research project, a review of recent developments in ECEC in Denmark, and the search for a theoretical conceptualization of a pedagogical foundation for ECEC. Findings: ECEC as a pedagogical practice needs a pedagogical foundation. If a foundation is vivid and a clear reference for practice, a separate code of ethical conduct might be superfluous. Nevertheless, such a code can be indispensable if ECEC governance is outcome-oriented and reduces practice to technique. Originality/Value: The study includes a discussion of the central European tradition for human science pedagogy and argues for the relevance of insights from this tradition in pedagogical foundations for ECEC. The study combines an empirical study of knowledge at play in ECEC and of specific developments in Danish ECEC with original philosophical, pedagogical, and conceptual reflections and results in a more precise indication of the relationship between ECEC government, pedagogy, and ethics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01