Comparative early childhood educatio...
Duncan, Judith, (1963-)

 

  • Comparative early childhood education services[electronic resource] :international perspectives /
  • 紀錄類型: 書目-語言資料,印刷品 : Monograph/item
    杜威分類號: 372.21
    書名/作者: Comparative early childhood education services : international perspectives // edited by Judith Duncan and Sarah Te One.
    其他作者: Duncan, Judith,
    出版者: New York : : Palgrave Macmillan,, 2012.
    面頁冊數: 1 online resource (xxxi, 240 p.) : : ill.
    標題: Early childhood education
    標題: EDUCATION / General.
    標題: EDUCATION / Preschool & Kindergarten.
    標題: SOCIAL SCIENCE / Sociology / General.
    標題: Aufsatzsammlung.
    標題: Kindergarten.
    標題: Vorschule.
    標題: Gro�britannien.
    ISBN: 9781137016782 (electronic bk.)
    ISBN: 1137016787 (electronic bk.)
    書目註: Includes bibliographical references and index.
    內容註: Introduction; J.Duncan & S.Te One -- Building Communities: Begins in the Early Years; J.Duncan -- Working with Strengths: Building Resilience in Communities and Families; R.Munford -- Families and Young Children in Arizona: Stories from a Contextualized Statewide Study; B.Blue Swadener, J.Joanou & D.Holiday -- Beyond Heteronormativity: Hospitality as Curriculum; D.Lee -- Integrated Services in Australia; J.Sumsion, F.Press& S.Wong -- Disturbing Cultures of Incarceration: Resilience, the Struggle for Normality and the Imprisoned Family; R.Holmes, L.Jones & M.MacLure -- Creating Community Through Connections in SPACE (Supporting Parents Alongside Children's Education); S.Te One & V.Podmore -- Active Adult Participation in Early Childhood Centres: Community Well-being; J.Duncan -- Collaborative Play as New Methodology: Co-constructing Knowledge of Early Child Development in The CHILD Project; H.Goelman & J.Pivik -- Conclusion and Final Comments; J.Duncan.
    摘要、提要註: This edited international collection reconceptualizes the place of early childhood education and care services (ECEC) within communities, and challenges traditional approaches to family involvement and partnerships in ECEC. Using a range of theoretical positions, the authors present research-based discussions from five countries which challenge existing ECEC discourses of child-centeredness. In this book teachers and a range of professionals working with children together with researchers explore pedagogy in ECEC as sites for building socially just, inclusive, democratic communities which enhance families' sense of belonging, connectedness, resilience and identity.
    電子資源: http://www.palgraveconnect.com/doifinder/10.1057/9781137016782
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