International Handbook of Early Childhood Education (Springer International Handbooks of Education)

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject.-- Provided by publisher Front Matter ....Pages i-xlvi International Trends in Research: Redressing the North-South Balance in What Matters for Early Childhood Education Research (Marilyn Fleer, Bert van Oers)....Pages 1-30 Front Matter ....Pages 31-31 Governing Childhood (Iris Duhn)....Pages 33-46 Cultural-Historical and Activity Theories Informing Early Childhood Education (Marilyn Fleer, Nikolai Veresov)....Pages 47-76 ‘Humpty Dumpty’: Teaching Strategy or Postcolonial Method – What Do We Know About Power, Voice and Identity Within Early Childhood Education in the Twenty-First Century? (Karen Martin)....Pages 77-90 Engaging with the Conceptual Tools and Challenges of Poststructural Theories (Affrica Taylor)....Pages 91-115 Early Years Education in the Anthropocene: An Ecophenomenology of Children’s Experience (Phillip G. Payne)....Pages 117-162 Front Matter ....Pages 163-163 (Co)-Researching with Children (Alma Fleet, Deborah Harcourt)....Pages 165-201 Policy Analysis and Document Research (Chris Peers)....Pages 203-224 A Cultural-Historical Methodology for Researching Early Childhood Education (Marilyn Fleer, Nikolai Veresov)....Pages 225-250 Narrative Learning of Literacy (Pentti Hakkarainen, Marja-Leena Vuorinen)....Pages 251-267 Mixed Methods in Early Childhood Education (Judith Schoonenboom)....Pages 269-293 Current Approaches in Quantitative Research in Early Childhood Education (Linda J. Harrison, Cen Wang)....Pages 295-316 Front Matter ....Pages 317-317 Quality in Early Childhood Education: The Contribution of Developmental Psychology (David Whitebread)....Pages 319-334 Neuroscience and Early Childhood Education (Lysandra Sinclaire-Harding, Laura Vuillier, David Whitebread)....Pages 335-361 School Readiness in Europe: Issues and Evidence (Sue Bingham, David Whitebread)....Pages 363-391 Early Childhood Education with Disadvantaged Children: Actions for Success (Marta Soler-Gallart, Ainhoa Flecha)....Pages 393-408 Professional Development in a Competent System: An Emergent Culture of Professionalization (Florence Pirard, Pascale Camus, Jean-Marie Barbier)....Pages 409-426 Front Matter ....Pages 427-427 Contemporary Research in Early Childhood: Roots and Perspectives (Elena Kravtsova, Nikolay Veraksa, Nikolai Veresov)....Pages 429-448 Symbolic Means in the Educational Programs for Preschool Children in Russia (Nina Salmina, Aleksander Veraksa)....Pages 449-459 Preschool Education in Ukraine (Roman Shyyan, Igor Shiyan, Natalia Sofiy)....Pages 461-474 Pedagogical Center “Experiment”: The Peculiarities of Preschool Education in Holistic Developing Education (HDE) (Bronislav Zeltserman, Margarita Dubina, Margarita Dragile, Maria Pekarskaya, Irina Maluhina, Inta Baltina)....Pages 475-503 Front Matter ....Pages 505-505 Introduction: Early Childhood in the Australasian Region (Jane Bone)....Pages 507-510 The Historical Emergence of Early Childhood Education Research in Australia (Joce Nuttall, Susan Grieshaber)....Pages 511-529 Connections Between Early Childhood Policy and Research in Aotearoa New Zealand: 1970s–2010s (Anne Smith, Helen May)....Pages 531-549 Towards Wawasan Brunei 2035: Early Childhood Education and Development in Brunei Darussalam (Hanapi Mohamad, Rosyati M. Yaakub, Emma Claire Pearson, Jennifer Tan Poh Sim)....Pages 551-567 Early Childhood Care and Education in Bangladesh: A Review of Policies, Practices and Research (Shukla Sikder, Laila Farhana Apnan Banu)....Pages 569-587 Front Matter ....Pages 589-589 Early Childhood Education Reform: Crisis and Changes (Liang Li, Yuejuan Pan, Xiaoying Wang)....Pages 591-597 Early Childhood Education and Development in China (Yuejuan Pan, Xiaoying Wang, Liang Li)....Pages 599-622 History and Reform of Early Childhood Care and Education (ECCE) in Japan (Xiangying Liu, Chiafen Lin)....Pages 623-648 Early Childhood Education and Development in Singapore (Sirene May-Yin Lim)....Pages 649-661 Vietnam Early Childhood Education (Phan Thi Thu Hien)....Pages 663-670 Front Matter ....Pages 671-671 Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy? (Joseph S. Agbenyega)....Pages 673-690 Rising from the “Ashes”: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone (Joseph S. Agbenyega, Eleni Athinodorou, Hilary Monk)....Pages 691-705 Front Matter ....Pages 707-707 Early Educational Practices in Canada and the United States (Artin Göncü, Carollee Howes)....Pages 709-720 Early Childhood Education and Care in Canada (Nina Howe, Kathleen Flanagan, Michal Perlman)....Pages 721-743 Early Childhood Teacher-Child Relationships in the United States: Theory, Practices, and Regulation (Sandra Soliday Hong, Promjawan Udommana)....Pages 745-765 Parent Involvement in US Early Childhood Education: Benefits, Limitations, and Reconceptualizations (Angela Pons Clifford, Marisha L. Humphries)....Pages 767-786 Front Matter ....Pages 787-787 Early Childhood Education and Development in Latin America (Rebeca Mejía-Arauz, Gloria Quiñones)....Pages 789-793 Educational Practices and Young Children’s Socio-Moral Development: A Cultural Psychological Approach (Angela Uchoa Branco, Angela Rabelo Barreto, Ália Barrios)....Pages 795-814 Early Childhood Education in Colombia (Francisco José Rengifo-Herrera)....Pages 815-824 Early Childhood Education in Chile (Rodrigo A. Cárcamo)....Pages 825-832 Early Childhood Education in Guatemala (María Eugenia Rabbe)....Pages 833-841 Early Childhood Education and Development in Mexico (Rebeca Mejía-Arauz, Gloria Quiñones)....Pages 843-856 Early Childhood Education in Peru (Susana Frisancho, María Isabel La Rosa)....Pages 857-864 Front Matter ....Pages 865-865 The Nordic Perspective on Early Childhood Education and Care (Stig Broström, Johanna Einarsdottir, Ingrid Pramling Samuelsson)....Pages 867-888 Outdoor Education in the Nordic Region (Ellen Beate Hansen Sandseter, Olav Bjarne Lysklett)....Pages 889-906 Toddlers in Nordic Early Childhood Education and Care (Anne Greve, Ole Henrik Hansen)....Pages 907-927 Values in Nordic Early Childhood Education: Democracy and the Child’s Perspective (Anette Emilson, Eva Johansson)....Pages 929-954 New Directions in Early Childhood Education Practice: International Developments and Practice Gaps (Marilyn Fleer, Feiyan Chen, Bert van Oers)....Pages 955-966 Front Matter ....Pages 967-967 Long-Standing and Innovative Programs in Early Childhood Education: An Introduction (Bert van Oers)....Pages 969-993 Piramide (Irma G. M. Koerhuis (red), Menno Boontje, Herman van Boxtel, Dita Breebaart, Marieke op den Kamp)....Pages 995-1022 The ‘Golden Key’ Program and Its Cultural-Historical Basis (Gennady Kravtsov, Elena Kravtsova)....Pages 1023-1039 The Program of Developmental (Narrative) Play Pedagogy (Pentti Hakkarainen, Milda Bredikyte)....Pages 1041-1058 The Key to Learning Curriculum (Nikolay Veraksa, Galina Dolya)....Pages 1059-1073 Te Whāriki: The New Zealand Early Childhood Curriculum (Ken Blaiklock)....Pages 1075-1093 Tools of the Mind: A Vygotskian Early Childhood Curriculum (Elena Bodrova, Deborah J. Leong)....Pages 1095-1111 Developmental Education for Young Children in the Netherlands: Basic Development (Bea Pompert, Marjolein Dobber)....Pages 1113-1137 Front Matter ....Pages 1139-1139 Introduction to the Theme of Early Childhood Curriculum and Assessment (Geerdina van der Aalsvoort)....Pages 1141-1146 Curriculum and Assessment in Brazilian Early Childhood Education (Maria Malta Campos)....Pages 1147-1171 Review and Reflection on the Curriculum Reform of Early Childhood Education in China (Jiaxiong Zhu, Jie Zhang)....Pages 1173-1189 Constructing Early Childhood Curriculum and Assessing Young Children in Israel’s Mosaic of Cultures (David Brody)....Pages 1191-1210 Developments in Curriculum and Assessment in the Early Years in Australia (Susan Grieshaber)....Pages 1211-1226 Supporting the Application of Playful Learning and Playful Pedagogies in the Early Years Curriculum Through Observation, Interpretation, and Reflection (Pat Broadhead)....Pages 1227-1244 Making the Case for Playful Learning (Hande Ilgaz, Brenna Hassinger-Das, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff)....Pages 1245-1263 Children’s Perspective to Curriculum Work: Meaningful Moments in Finnish Early Childhood Education (Lasse Lipponen, Kristiina Kumpulainen, Maiju Paananen)....Pages 1265-1277 Assessing Young Children’s Learning and Behavior in the Classroom: A Complexity Approach (Henderien Steenbeek, Paul van Geert)....Pages 1279-1299 Conclusions and Discussion (Geerdina van der Aalsvoort)....Pages 1301-1307 Front Matter ....Pages 1309-1309 Pedagogies in Early Childhood Education (Niklas Pramling, Ingrid Pramling Samuelsson)....Pages 1311-1322 F. A. W. Fröbel 1782–1852 (Jan-Erik Johansson)....Pages 1323-1345 Educational Tenets of the Highscope Curriculum (Ann S. Epstein, Lawrence J. Schweinhart)....Pages 1347-1377 Developmentally Appropriate Practice in the Twenty-First Century (Kay Sanders, Flora Farago)....Pages 1379-1400 The Waldorf Kindergarten (Sara Frödén, Moira von Wright)....Pages 1401-1420 Developing the Ability of Children to Use and Construct Visual Models (Nikolay Veraksa, Aleksander Veraksa)....Pages 1421-1437 Montessori Education (Christina Gustafsson)....Pages 1439-1456 Pedagogy Has Children’s Voice: The Educational Experience of the Reggio Emilia Municipal Infant-Toddler Centres and Preschools (Claudia Giudici, Paola Cagliari)....Pages 1457-1467 Front Matter ....Pages 1469-1469 Introducing Reflections (Charlotte Højholt)....Pages 1471-1482 Sharing Early Care: Learning from Practitioners (Agnes Andenæs, Hanne Haavind)....Pages 1483-1502 Children, Families, and Communities in Brazil: A Cultural-Ecological Approach to Child-Rearing Values and Practices (Jonathan R. H. Tudge, Gabriela D. F. Martins, Elisa A. Merçon-Vargas, Letícia L. Dellazzana-Zanon, Cesar A. Piccinini, Lia B. L. Freitas)....Pages 1503-1523 Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting (Mariane Hedegaard)....Pages 1525-1540 Domesticating Markets: Early Years Education and Middle-Class Parenting in India (Henrike Donner)....Pages 1541-1561 Creatively Enhancing Community Transformation Through Work with Children and Families (Fernanda Coelho Liberali, Alzira Shimoura)....Pages 1563-1580 Children Participating and Developing Agency in and Across Various Social Practices (Charlotte Højholt, Dorte Kousholt)....Pages 1581-1597 Towards a Posthuman Developmental Psychology of Child, Families and Communities (Erica Burman)....Pages 1599-1620 This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. 0The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject