Uppeldi og menntun - 01.07.2006, Síða 108

Uppeldi og menntun - 01.07.2006, Síða 108
108 the role of early childhood educators has changed with respect to the language development of young children. While the importance of effective language develop- ment in young children has not diminished in modern societies, the nature, contex­t and people involved in that development may well be quite different in the future from that in the past. In his provocative paper Bringing politics into the nursery, early childhood education as a democratic practice, Peter Moss challenged all in early childhood education to re- vision the field, its philosophies and practices in order to create more democratic enterprises that are able to utilise more appropriately the strengths, aspirations and capabilities of all involved. Peter was particularly strong in his advice on how early childhood educators need to change the ways in which they listen to children. While there is much to be admired in the traditions of early childhood education, he sug- gests that the hegemonic globalisation resulting from the dominant anglo-american discourse of early childhood education must be challenged so that all participants are recognised as competent because they have their own ex­periences, points of view, interpretations and ideas. Basing his premises on the increasingly rapid changes of modern society, Lars Dencik provided compelling data on the ex­tent and nature of change in the lives of contemporary young children and the consequences of such change on the early child- hood education of these children. He argued that these changes can drive the children towards individualisation to a greater ex­tent than was ex­perienced by their parents and educators. On the other hand, the need for children – and people in general – to feel a part of numerous groups remains. again, change and continuity are both seen as necessary facets of children’s lives. The Children Crossing Borders study considers approaches in five countries to the early childhood education of children of recent immigrants. In introducing and ex­plain- ing this study, Joseph Tobin emphasised the changes ex­perienced by these children, their families and the early childhood educators working with them. While many of the practices in the families and in the early childhood education settings continue as they were before the children began attending the settings, many things have to change if the children’s education is to be effective and appropriate. In this study, both continuity and change are central to success. Many of the hundreds of symposium papers presented at the EECERa conference also considered notions of continuity and change and how these manifest themselves in early childhood education. For ex­ample, Samuel Lefever and Elizabeth Nunberg discussed English language learning in Icelandic preschools and schools and raised the issues of continuity in curriculum and pedagogy across these two settings. They saw such continuity as a major concern and one that needed specific consideration. Such consideration can be assisted by the development and implementation of sylla- buses designed to bridge the transition between settings such as in the Foundation Phase (National assembly of Wales, n.d.) or the South australian Curriculum, Standards and Accountability Framework (Department of Education, Training and Employment, 2001). However, such syllabuses cannot achieve the desired continuity by themselves. While V ið­Horf
Síða 1
Síða 2
Síða 3
Síða 4
Síða 5
Síða 6
Síða 7
Síða 8
Síða 9
Síða 10
Síða 11
Síða 12
Síða 13
Síða 14
Síða 15
Síða 16
Síða 17
Síða 18
Síða 19
Síða 20
Síða 21
Síða 22
Síða 23
Síða 24
Síða 25
Síða 26
Síða 27
Síða 28
Síða 29
Síða 30
Síða 31
Síða 32
Síða 33
Síða 34
Síða 35
Síða 36
Síða 37
Síða 38
Síða 39
Síða 40
Síða 41
Síða 42
Síða 43
Síða 44
Síða 45
Síða 46
Síða 47
Síða 48
Síða 49
Síða 50
Síða 51
Síða 52
Síða 53
Síða 54
Síða 55
Síða 56
Síða 57
Síða 58
Síða 59
Síða 60
Síða 61
Síða 62
Síða 63
Síða 64
Síða 65
Síða 66
Síða 67
Síða 68
Síða 69
Síða 70
Síða 71
Síða 72
Síða 73
Síða 74
Síða 75
Síða 76
Síða 77
Síða 78
Síða 79
Síða 80
Síða 81
Síða 82
Síða 83
Síða 84
Síða 85
Síða 86
Síða 87
Síða 88
Síða 89
Síða 90
Síða 91
Síða 92
Síða 93
Síða 94
Síða 95
Síða 96
Síða 97
Síða 98
Síða 99
Síða 100
Síða 101
Síða 102
Síða 103
Síða 104
Síða 105
Síða 106
Síða 107
Síða 108
Síða 109
Síða 110
Síða 111
Síða 112
Síða 113
Síða 114
Síða 115
Síða 116
Síða 117
Síða 118

x

Uppeldi og menntun

Beinleiðis leinki

Hvis du vil linke til denne avis/magasin, skal du bruge disse links:

Link til denne avis/magasin: Uppeldi og menntun
https://timarit.is/publication/581

Link til dette eksemplar:

Link til denne side:

Link til denne artikel:

Venligst ikke link direkte til billeder eller PDfs på Timarit.is, da sådanne webadresser kan ændres uden advarsel. Brug venligst de angivne webadresser for at linke til sitet.