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020 _a9783030145569
024 7 _a10.1007/978-3-030-14556-9
_2doi
040 _cМУБИС
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
245 1 0 _aChildren’s Self-determination in the Context of Early Childhood Education and Services
_h[electronic resource] :
_bDiscourses, Policies and Practices /
_cedited by Federico Farini, Angela Scollan.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXVII, 284 p. 10 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8746 ;
_v25
505 0 _a1. Introduction -- Practices -- 2. Practices / 1. Italy. Facilitating participation in early childhood education -- 3. Practices / 2. Japan. The exploration of four-year-olds potential: focusing the democratic meeting during the Japanese Field Day -- 4. Practices / 3. Finland. A collective method of early childhood self-determination -- 5. Practices / 4. England. Finding the voice of children. Video-observation to discover children’s claims of knowledge through play -- 6. Practices / 5. Kazakhstan. Keeping it real: making space for play in early education in Kazakhstan -- 7. Practices / 6. United States of America. Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston -- 8. Practices / 7. Wales. Foregrounding relationships in classroom practices framing children’s learning: Case studies from two primary school classrooms in Wales -- 9. Practices / 8. New Zealand. “You are spectacular!” Considering babies’ participation in an early childhood community -- Discourses. 10. Discourses / 1. Australia. Whose rights? The right of the child to be heard in the context of the family: An Australian early childhood perspective -- 11. Discourses / 2. Ireland. Two ears and only one mouth. Listening to children's voice in Irish Social Works through policy, cultural and organisational filters -- 12. Discourses / 3. Kenya. Challenging Negative Perceptions around the ‘African Child’ -- 13. Discourses / 4. Brazil. Accessing Disabled Children's Rights: Attitudes towards and Challenges for SEND in Brazil -- 14. Discourses / 5. Mexico. Children's Rights in Mexico. Analysis of a Legal and Policy Framework -- 15. Discourses / 6. England and Wales. The position of children’s rights in the discourse on citizenship in Early Years Education and Care. The case of the Early Years Foundation Stage for England -- 16. Discourses / 7. New Zealand. “I have a new taiaha”: Learning new ways to advocate for the rights of mokopuna Māori -- 17. Discourses / 8. China. Children’s participation rights in Chinese early childhood education: a critical investigation of policy and research -- 18. As a conclusion, for the future. A discussion on trust, agency and the semantics of rights in intergenerational relationships.
520 _aThis book investigates the position of young children’s self-determination within a range of social contexts, such as education, social care, mass-media, health, politics, law and the family. It brings to the fore the voices of the children in the present, with their interests, agendas and rights. Based on original primary research, the chapters tackle hegemonic discourses on children’s self-determination as well as current policies and practices. They address a broad range of topics, from the planning of role-play to national policies, from the use of digital technologies for pedagogy to children’s health and well-being, and from democratic practices in the classroom to the preservation of traditional family values. The book presents case studies to unravel how childhood and young children’s self-determination are constructed at the intersection with intergenerational relationships. Coming from different disciplines and using a diverse range of methodological traditions, the contributions in the volume eventually converge to generate a rich, complex and multi-layered analysis of contemporary cultures of childhood and young children’s rights.
650 0 _aChild development.
650 0 _aInternational education .
650 0 _aComparative education.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aCross-cultural psychology.
650 1 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
650 2 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aCross Cultural Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20100
700 1 _aFarini, Federico.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aScollan, Angela.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030145552
776 0 8 _iPrinted edition:
_z9783030145576
776 0 8 _iPrinted edition:
_z9783030145583
830 0 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8746 ;
_v25
856 4 0 _uhttps://doi.org/10.1007/978-3-030-14556-9
942 _2ddc
_cEBOOK