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Transforming Early Childhood in England : Towards a Democratic Education

著者: Claire Cameron; Peter Moss
出版社: London : UCL Press, 2020.
エディション/フォーマット:   電子書籍 : Document : Englishすべてのエディションとフォーマットを見る
概要:
Transforming Early Childhood in England: Towards a Democratic Education offers a critique of the current system of early childhood care and education in England, and proposes policy change to enable young children's universal right to education. Combining criticism and hope, the book calls for democratic provision, where all learning by all children is recognised, educators are respected, and pedagogy is shaped by  続きを読む
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ジャンル/形式: Electronic books
その他のフォーマット: Print version:
Cameron, Claire
Transforming Early Childhood in England : Towards a Democratic Education
London : UCL Press,c2020
資料の種類: Document, インターネット資料
ドキュメントの種類 インターネット資料, 電子ファイル
すべての著者/寄与者: Claire Cameron; Peter Moss
ISBN: 9781787357198 1787357198 9781787357167 1787357163 9781787357204 1787357201
OCLC No.: 1182854757
物理形態: 1 online resource (229 pages)
コンテンツ: Cover --
Half Title --
Title Page --
Copyright Page --
Contents --
About the contributors --
List of figures and tables --
List of abbreviations --
Preface: The pandemic as a moment of decision --
1. Introduction: The state we're in --
2. Families living in hard times --
3. Child health and homelessness --
4. Towards a unified and unifying ECEC system from birth to 6 years --
5. Towards a 'rich' ECEC workforce --
6. Towards a public ECEC system --
7. Towards a child-centred curriculum --
8. Towards valuing children's signs of learning --
9. Towards a listening ECEC system 10. Towards a democratic ECEC system --
11. Towards a pluralist and participatory accountability --
12. Towards empowerment for food and eating in ECEC --
13. Towards an ECEC system in synergy with parenting leave --
14. Conclusion: From 'the state we're in' to 'what do we want for our children?' --
Index
責任者: Claire Cameron.

概要:

Transforming Early Childhood in England: Towards a Democratic Education offers a critique of the current system of early childhood care and education in England, and proposes policy change to enable young children's universal right to education. Combining criticism and hope, the book calls for democratic provision, where all learning by all children is recognised, educators are respected, and pedagogy is shaped by young children's learning.

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