Philosophy Of Early Childhood Education

This new edition of Cathy Nutbrown′s much loved book explains the key ideas and issues in Early Childhood clearly and concisely, keeping students up-to-date with the latest developments in the field. There are brand new entries on: - Attachment - Babies′ learning and development - Children′s Centres - Citizenship - Digital Technologies - Early Years Foundation Stage - Early Years Professional Status - Neuroscience - Sexualities The rest of the book has also been thoroughly updated and revised, and includes coverage of heuristic play, Early Literacy Development and Parental Involvement. The book offers starting points which provide a clear focus, further reading and discussion of research on thirty-five key topics. It is a must for students following courses in early childhood education and care. Professor Cathy Nutbrown directs and teaches on Masters and Doctoral programmes in Early Childhood Education at the University of Sheffield.

'This book aims high; its aspiration and rationale are to be welcomed and applauded....an original and valuable contribution to the literature of early childhood education' - Early Years '"Early Childhood Education" is an extremely valuable and informative book that emphasises the role of history and philosophy in current early childhood practices....this book is accessible, clearly structured and an essential reference for students of Childhood Studies. I would highly recommend this text as an introduction' - ESCalate 'This book makes a refreshing change to a lot of textbooks....It's easy to read, in short chunks, and you don't want to put it down. Well worth investing in this book. I would give this book 9 out of 10' - The National Childminding Association 'This book is an essential, informative read for practitioners and policymakers alike. It encourages reflection, prompts discussion and dialogue and facilitates the building of a common understanding through making us all aware of whose shoulders we are standing on' - Early Years Update 'Every Early Childhood practitioner and policy-maker should keep a copy of this book on their shelves...a thought provoking, and highly informative celebration of the ideas of our field's pioneers. If we are to understand ourselves and our times, and to provide lovingly meaningful experiences for today's young children, we need to understand their web of philosophical legacies and the links with our own' - Professor Tricia David, Emeritus Professor Canterbury Christ Church University and Honorary Emeritus Professor, University of Sheffield This book explores the ideas behind the policies and practices in Early Childhood Education to help give students and practitioners a fuller understanding of the settings in which they work. The authors bring together ideas from the work and writings of major historical figures who have significantly shaped Early Childhood current practices to illustrate the rich history of this ever developing field. Using imaginative tools to bring alive the ideas of past pioneers, the authors show how our understanding of contemporary issues has been influenced by the pioneers. The book also shows how today's practitioners themselves become the pioneers of future development. This book is for all students of Early Childhood Education including those on BA and MA courses, as well as Early Years trainee teachers. It is also relevant to practitioners involved in self - or organisational development.

Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic, and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. The book explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children and contains a variety of scenes involving children’s play and involvement with literature and fiction. It portrays how engaging with children’s play can be a philosophical and pedagogical investigation where children’s own philosophising is taken seriously, where children’s thoughts are put on a par with established research and philosophy. Moreover, the book engages with a range of different forms of literature – picture books, novels, auto-fiction, poetry – and develops these as portrayals that serve as a basis for non-theoretical and poetic pedagogical research. Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.

The Routledge Handbook of Philosophies and Theories of Early Childhood Education and Care brings together leading writers in the field to provide a much-needed, authoritative guide to the major philosophies and theories which have shaped approaches to Early Childhood Education and Care. Providing a detailed overview of key concepts, debates and practical challenges, the handbook combines theoretical acumen with specific examples to show how philosophies and theories have evolved over the centuries and their impact on policy and society. It examines the ways in which societies define and make sense of childhood and the factors that influence the development of philosophies about young children and their learning. The collection offers an insight into the key theorists and considers how the economics and politics of their time and personal ideology influenced their ideas about childhood. It looks at curricula and provision which have proved inspirational and how these have impacted on policy and practice in different parts of the world. The handbook also explores alternative and perhaps less familiar philosophies and ideas about babies and young children, their place in society and the ways in which it might be appropriate to educate them Bringing together specially commissioned pieces by a range of international authors, this handbook will enable academics, research students, practitioners and policy-makers to reflect on their own understandings and approaches, as well as the assumptions made in their own and other societies.

This book provides an insightful reflection on contemporary issues & theories underpinning early childhood education. The essays, penned by an international group of educators, are both critical & transformative, offering new insights on the practices & policies within early childhood education.

Portfolios have often been used as a way for teachers to monitor and assess their students' progress, but this book picks up on the current trend of using portfolios to assess teachers themselves as part of their degree requirements. As a professional development tool, portfolios are also useful for classroom teachers in evaluating their practice, and in showcasing their skills and accomplishments for use in interviews. Veteran teacher educators Marianne Jones and Marilyn Shelton provide practical and comprehensive guidance specific to the needs of pre- and in-service teachers of young children. This thoroughly revised and updated new edition features: A flexible and friendly approach that guides students at varying levels of experience through the portfolio process. New material on the portfolio planning stage and additional coverage on the importance of developing a personal philosophy. A companion website with additional instructor materials such as printable templates, exercises for improving portfolio skills, and more. Both theoretical and practical, the book addresses issues and mechanics related to process and product, instruction and guidance techniques, the role of reflection, and assessment strategies. With concrete examples, rubrics, tips, and exercises, this book will provide a step-by-step guide to creating a professional teaching portfolio.

Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can fit into the early years, primary and secondary curriculum and the challenges and rewards that come with it. Chapters include: The Evolution of Philosophy for Children in the UK Pedagogical Judgement Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy The impact of P4C on teacher educators Being and becoming a philosophical teacher This will be an invaluable guide for all those interested in P4C and studying courses on Early Childhood Studies, Education Studies and Initial Teacher Training courses.

In recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy. The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. This book was originally published as a special issue of Educational Philosophy and Theory.