Learning to Belong : Exploring Young Children's Participation at the Start of School

ISBN-13: 9780415483667 / Angielski / Twarda / 2009 / 128 str.

Caroline Bath

Opis

This fascinating book draws on a diversity of disciplines exploring the importance of participatory approaches to children's early education and shows how fostering a sense of identity is essential to early learning.

Recenzje

" Although this book is recommended for researchers and students of early childhood education, it will inspire reception class teachers to develop the confidence and leadership necessary to really take children seriously." -- Early Years Update, Issue 84, December 2010.

Spis treści

Introduction 1. Planning the project: Theory and practice in the classroom The schools The aims and questions The approaches: i. participatory action research ii. Ethnography The methods Participatory techniques with children Summary 2. What does it mean to belong: Belonging in English education Critical pedagogy in the early years The problem with ‘participation’ Theories of democracy Democracy, participation and education Summary 3. Participation in early childhood education: The early years classroom as a site for participation Listening to children and beyond Participation in recent early childhood policy Participation and early childhood curriculum Summary 4. Participatory work at the start of school: Studying young children The role of the researcher The role of the teacher The role of the child Children’s Perspectives Summary 5. What am I good at?: Introduction Competence Mastery You mean working as a team? Summary 6. Who’s my friend?: Loyalty and love The importance of care Playing at playing together Summary 7. Who’s in charge?: Doing as you’re told? Making Decisions You’re not coming to my party Summary 8. What am I allowed to do?: Routines and rituals Bending and unbending the rules The pattern of narrative Summary 9. How to plan for participation: Introduction Participatory methods Participatory practices Participatory projects Planning for participation Conclusion References

O autorze

Caroline Bath is Senior Lecturer in Early Childhood Studies at Sheffield Hallam University.