Educational Change in International Early Childhood Contexts

Crossing Borders of Reflection
1. Auflage 2014
ISBN: 978-0-415-73263-5
Verlag: Routledge

Buch, Englisch, 220 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 326 g

Reihe: International Perspectives on Early Childhood Education

Co-published with the Association for Childhood Education International (ACEI), Educational Change in International Early Childhood Contexts: Crossing Borders of Reflection examines the role of teacher reflection in a variety of educational contexts worldwide. Using a case study approach that integrates research, theory, policy, and practice, international contributors show how, in some settings, local traditions and values are honored while, in others, international educational ideas and programs become modified to suit local needs. Cases from Japan, China, Palestine, South Africa, Kenya, Finland, Italy, and New Zealand are discussed, as well as models from the United States.

Through its thorough investigation into teacher reflection practices throughout the world, Educational Change in International Early Childhood Contexts: Crossing Borders of Reflection focuses on the transformative value of these practices to promote change in early childhood education. Framing commentary from Linda R. Kroll and Daniel R. Meier provides context and places the case studies in conversation with one another, allowing for productive international comparisons in this dynamic collection.

Autoren/Hrsg.

Kroll, Linda R.

Meier, Daniel R.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Foreword

Joseph Tobin

Acknowledgments

Contributors' Biographies

Introduction

Linda R. Kroll and Daniel R. Meier

PART I: Inquiry, Reflection, and International Early Childhood Education

Chapter 1: Inquiry and Reflection to Promote Social Justice and International Understanding

Linda R. Kroll

Chapter 2: International Early Childhood Education: Unsettled Issues, New Possibilities

Daniel R. Meier

PART II: Power of Reflection: The Perspectives of Teachers in Cross-National Contexts

Chapter 3: Developing Teacher Collaboration along a Global Perspective: Using Inquiry in a Kenyan Preschool

Trevor Valentino

Chapter 4: Cultural Consciousness: A Chinese Immigrant Teacher’s Understanding of Culture and Culturally Responsive Teaching in the U.S.

Fengyuan Sun

Chapter 5: Learning from Reflection: Lessons Learned From a U.S. Early Childhood Educator Teaching in Guatemala

Molly Van Houten

PART III: International Views on the Practice of Reflection and Inquiry

Chapter 6: Critical Thinking for Autonomous Citizenship: The Place of Philosophy for Children in South African Early Childhood Education

Amasa Philip Ndofirepi

Chapter 7: My Past is My Present is My Future: A Bi-Cultural Approach to Early Years Education in Aotearoa, New Zealand

Lesley Pohio, Adrienne Sansom, and Karen Liley

Chapter 8: Discourse on a Pedagogy of Listening: The Role of Documentation in Promoting Reflection and Analysis of Learning in Italy and the U.S.

Brenda Fyfe in consultation with Carlina Rinaldi

PART IV: Reflection and Professional Learning and Growth

Chapter 9: Transformations and Tensions in Finnish Early Childhood Education and Care

Kaisa Kopisto, Laura Salo, Lasse Lipponen and Leena Krokfors

Chapter 10: Education and Professional Development of Japanese Preschool Teachers

Kyoko Iwatate and Mikiko Tabu

Chapter 11: Reflection Through Story: Strengthening Palestinian Early Childhood Education

Buad Khales

Epilogue

Linda R. Kroll and Daniel R. Meier

Index

Über Autor(innen)

Linda R. Kroll is Professor of Early Childhood Education at Mills College.

Daniel R. Meier is Professor of Elementary Education at San Francisco State University.