Mahony / McLeod / Salamon Early childhood voices: Children, families, professionals

1. Auflage 2024
ISBN: 978-3-031-56484-0
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 42, 269 Seiten, eBook

Reihe: International Perspectives on Early Childhood Education and Development

This revolutionary book explores theoretical and practical issues of listening to children, families, and professionals who advocate for and work with young children to promote social justice and improve their lives, and to ensure no one is left behind. Listening is explored across multiple disciplines internationally and highlights the practical application of the United Nations Sustainable Development Goals in the context of the Convention on the Rights of the Child.

The work explores innovations, theories, and partnerships, and draws on the voices of children, families, early childhood educators, speech-language pathologists, and multidisciplinary teams from across 17 countries to provide a shared vision for equity, peace and justice for all while integrating environmental, economic, and social dimensions of sustainability. Topics include giving children a voice; methods for listening to and documenting young children’s perspectives; listening to and working in partnership with families, educators, and professionals; and wellness and wellbeing of young children and their families across multiple dimensions.

Zielgruppe

Research

Autoren/Hrsg.

Mahony, Linda

McLeod, Sharynne

Salamon, Andi

Dwyer, Jenny

Inhaltsverzeichnis

Table of Contents

Listening to Children

1            Why the Voices of Young Children Matter

Linda Mahony, Sharynne McLeod, Andi Salamon and Jenny Dwyer

2            Space, Voice, Audience, and Influence: The Lundy Model and Early Childhood

Carmel Ward and Laura Lundy

Listening to Children in their Daily Context

3            Language and Life: Going into Space

Stephen Kemmis and Andi Salamon

4            Infant Emotional Capital Practices as Voice in Research and Pedagogy

Andi Salamon

5            Contributing to SDGs through Conceptual PlayWorlds: Changing the STEM
            Story for Children, Families and Teachers

Anne Suryani, Susan March, Marilyn Fleer and Prabhat Rai

6            Children’s Mathematical Graphics Illustrating Inner Voices: A Literature Review

Jenny Dwyer, Amy MacDonald and Shukla Sikder

7            Early Childhood Friendships as a Significant Value of Education for Sustainability:
            The Voices of Young Children and Educators

Tamara Pribišev Beleslin and Sanja Partalo

8            “Ears to Listen so I can Hear”: A Holistic Self-Report Tool of Children’s
            Listening at Preschool

Lysa Dealtry and Laura McFarland

9            Jamaican Children’s Drawings of Talking in Jamaican Creole and English

Karla Washington, Rachel Wright Karem, Corrine Macaluso, Cecilia Schwartz and
Sharynne McLeod

10          Vietnamese-Australian Families: Children’s Language Competence and Home
            Language Maintenance

Van H. Tran, Sharynne McLeod, Sarah Verdon, Kate Margetson and Ben Ph?m

11          Many Voices, Many Languages: Listening and Learning from South African
            Children

Michelle Pascoe, Mikateko Ndhambi, Olebeng Mahura, Nomfundo Peaceful
Buthelezi, Nicole Husselmann and Babalwa Ludidi

12          When are Speech Sounds Learned and Why is this Important for Children to be
            Heard?

Sharynne McLeod, Kathryn Crowe and Jane McCormack

Listening to Children During Challenging Times

13          Giving Voice to Young Children Navigating Complex Life Challenges through a
              Strengths Approach

Linda Mahony and Angela Fenton

14          After the Disaster: Facilitating Children to Talk of their Feelings and Experiences

Sarah Eagland, Michael Curtin and Tracey Parnell

15          Peep in the Pandemic: Peep Practitioners Listening to Parents and Families

Hannah Hale, Elspeth McCartney and Muriel MacKenzie

Professionals Learning from Listening to Children

16          Sustainable Leadership Approaches to Retain Early Childhood Educators

Belinda Downey, Will Letts and Sharynne McLeod

17          Multimodal Analyses of Children’s Voices as a Means for Critical Teachers’
            Education

Fernanda Liberali, Emilia Cipriano Sanches and Sandra Cavaletti Toquetão

18          Refusing to Silence Early Childhood Voices: The Establishment of the Early
            Childhood Voices Conference

Sharynne McLeod, Carolyn Gregoric, Tamara Cumming and Belinda Downey Index

Über Autor(innen)

Linda Mahony, EdD, is a Senior Lecturer in Professional Experience at the University of the Sunshine Coast, Australia. She has over 30 years’ experience in early years education with 20 years as a classroom teacher of young children. This has given her insight into the lived experiences of teachers and their important work with young children and their families. Linda’s research has a social justice and equity perspective and focuses on the nexus between early childhood or school, and family to explore teachers’ pedagogical practices for promoting social and emotional well-being and learning for young children experiencing parental separation and divorce, and partnerships with family and community so that these young children can break through the barriers to their well-being and learning.

Sharynne McLeod, PhD, is a speech-language pathologist and professor of speech and language acquisition at Charles Sturt University, Australia. She is a Fellow of the Academy of the Social Sciences in Australia, and the Royal Society of New South Wales, was an Australian Research Council Future Fellow, and has received Honors of the American Speech-Language-Hearing Association and Life Membership of Speech Pathology Australia. Her research primarily focuses on listening to children and supporting children’s communication, speech, and multilingualism. She has advocated for communication rights at the United Nations and the World Health Organization based on special issues of the International Journal of Speech-Language Pathology. The Australian Newspaper named her Australia’s Research Field Leader in Audiology, Speech and Language Pathology (2018, 2019, 2020, 2022) and Best in the World based on the “quality, volume and impact” of research in the field (2019, 2023).

 Andi Salamon, PhD, is an early childhood teacher and Senior Lecturer who taught education studies at Charles Sturt University during the making of this book. She has co-edited a book as part of the Routledge Thinking about Pedagogy in Early Childhood Education series focusing on multiple identities in early childhood. This understanding of the multiplicity of early childhood identities helps inform a deeper understanding of the multiplicity of early childhood voices, as do over 20 years’ experience as a teacher, director, leader, and researcher in the field. Her doctoral study became the springboard to her 2019 Jean Denton Memorial Scholarship research project, where Andi continues to advocate for infants’ rights and quality early years experiences. She brings her passion to uphold children’s optimal learning into practice with pre-service teachers.

 Jenny Dwyer is an early childhood teacher with over 30 years’ experience working in a wide range of early childhood contexts. She has worked as a lecturer in early childhood at Charles Sturt University for over 10 years and continues to work as a sessional academic while completing her PhD, investigating young children’s mathematics play and learning. Her focus is recognising and valuing the importance of the rights of the child, who from birth is capable of learning and communicating through multiple languages. Jenny’s interest extends to children’s ability to use languages and mental imagery to develop abstract thinking and symbolic thought as expressed through imaginary play and their use of drawn symbols and signs as the foundation for understanding the abstract nature of mathematics. Jenny’s research will examine the socio-cultural influences on children’s mathematical signs and symbols within their play, known as mathematical graphicacy, which helps develop abstract thinking and symbolic thought viewed as being necessary for learning mathematic notation in later years.