Ownership and Autonomy in Early Learning: The Froebel Research Fellowship Project, 2002-2015

Autor/inn/en	Hargreaves, David J.; Robson, Sue; Greenfield, Sue; Fumoto, Hiroko
Titel	Ownership and Autonomy in Early Learning: The Froebel Research Fellowship Project, 2002-2015
Quelle	In: Journal of Early Childhood Research, 12 (2014) 3, S.308-321 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X14536718
Schlagwörter	Ownership; Personal Autonomy; Teacher Attitudes; Teaching Methods; Interviews; Observation; Questionnaires; Creative Thinking; Interpersonal Relationship; Parent Attitudes; Childhood Attitudes; Student Development; Social Development; Cognitive Development; Young Children; Early Childhood Education; Preschool Teachers; Parent Participation; Knowledge Level; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Eigentum; Individuelle Autonomie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Kreatives Denken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elternverhalten; Soziale Entwicklung; Kognitive Entwicklung; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elternmitwirkung; Wissensbasis; Ausland; Großbritannien
Abstract	This article provides a brief review of the main phases and findings of the Froebel Research Fellowship project, which has been funded by the Froebel Trust (previously the Incorporated Froebel Educational Institute) since 2002. The project is investigating the extent to which Froebelian ideals, such as the notion that children's knowledge should grow from within rather than from outside the child, might be met within the demands of contemporary early childhood education and care. We have completed five main phases of the project, and a sixth is currently under way. In Phases 1-3 (2002-5), we investigated the attitudes and practices of practitioners in relation to the development of children's personal, social and cognitive skills in the curriculum using interviews, observations and questionnaires. In Phases 4a-c (2005-2008), our focus narrowed to the study of children's creative thinking and to the effects of social relationships upon it: children's, parents' and practitioners' views were investigated in Phases 4a, 4b and 4c, respectively. Phase 5 (2009-2011) retained our emphasis on the differences between children's, parents' and practitioners' views, but focussed primarily on the distinction between play and learning at "home" and at "school." Our shift in focus from the "cognitive" aspects of creativity in Phases 1-3 to its "social" dimension in Phases 4 and 5 has now moved towards "emotional" and "motivational" issues in Phase 6 (2012-2015), in which we are investigating children's well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10