Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  CHILDHOOD EDUCATION
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

DISTANT PLACES IN CHILDREN’S EVERYDAY ACTIVITIES: MULTIPLE WORLDS IN AN AUSTRALIAN PRESCHOOL

100%
Millei Z.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 1
133 – 153
EN
Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. The author uses Massey’s (2005) concept of a ‘global sense of place’ in her analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. She pays special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude the author calls for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.
2

LUNCH TIME AT THE CHILD CARE CENTRE: NEOLIBERAL ASSEMBLAGES IN EARLY CHILDHOOD EDUCATION

88%
Nxumalo F., Pacini- Ketchabaw V., Rowan M. C.
Pedagogický časopis (Journal of Pedagogy)
|
2011
|
vol. 2
|
issue 2
195 – 223
EN
In this article authors interrogate neoliberal assemblages within the context of eating and feeding practices in early childhood education. They consider how neoliberal assemblages are enacted and created through multiple linkages between micro and macro regulations and policies, and everyday food routines. They attend to the embodied intensities, desires and affects that accompany these neoliberal formations. In particular, the authors are interested in making visible entanglements between particular situated neoliberal assemblages and racialization and neo-colonialism. In their analysis, they consider how eating and food routines, situated within Inuit early childhood education, come to matter as instances of neoliberal encounters that merge with other discursive and material forces to create particular, situated and at times contradictory neoliberal assemblages that have colonizing and racializing effects on the capacities of certain bodies in certain spaces.
3

SPATIAL PERSPECTIVES ON BABIES’ WAYS OF BELONGING IN INFANT EARLY CHILDHOOD EDUCATION AND CARE

75%
Sumsion J., Harrison L. J., Stapleton M.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 1
109 – 131
EN
In this article, we endeavour to think spatially about the texture of infants’ everyday lives and their ways of ‘doing’ belonging in the babies’ room in an Australian early childhood education and care centre. Drawing on data from a large, multiple case-study project, and on theorisations of space that reject Euclidean notions of space as empty, transparent, relatively inert containers into which people, objects practices and artefacts are inserted, and instead emphasise space as complex, dynamic and relational, we map the navigating movements (Massumi, 2002) of baby Nadia. Through the telling of ‘stories-so-far’ (Massey, 2005), we convey how Nadia, as part of a constellation or assemblage of human and non-human beings, found ways to intensify space and to mobilise new vantage points, thus expanding the spatial possibilities of what we initially took to be a particularly confined and confining space.
4

KINDERGARTEN SPACE AND AUTONOMY IN CONSTRUCTION – EXPLORATIONS DURING TEAM ETHNOGRAPHY IN A FINNISH KINDERGARTEN

63%
Vuorisalo M., Raittila R., Rutanen N.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 1
45 – 64
EN
Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.