Early Childhood Education: Society and Culture 2edby Angela Anning, Joy Cullen (NZ), and Marilyn Fleer SAGE Publications Ltd
- Pub Date:
- Hbk 248 pages
- AU$257.00 NZ$262.61
Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child's perspective and respect for each child's individual background.
Within the context of early years settings, the book is structured around four overall themes:
- the dynamics of learning and teaching
- the nature of knowledge
- evaluation and quality.
This book is essential reading for undergraduate and advanced courses in early childhood studies.
Praise for the first edition:
`...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. …will undoubtedly be of interest and value to anyone with a similar concern'
Early Years Journal
`...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice. It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book'
Childforum, New Zealand
Research contexts across cultures - Angela Anning, Joy Cullan and Marilyn Fleer PART ONE: CONCEPTUALISATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGS Developing a pedagogy of play - Elizabeth Wood Scaffolding learning and co-constructing understandings - Barbara Jordan Exploring critical constructivist perspectives on children's learning - Glenda MacNaughton PART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGS The co-construction of an early childhood curriculum - Angela Anning Adults co-constructing professional knowledge - Joy Cullen Building bridges between literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGS The consequences of sociological assessment - Bronwen Cowie and Margaret Carr On-entry baseline assessment across cultures - Peter Tymms and Christine Merrell Cultural-historical assessment: Mapping the transformation of understanding - Marilyn Fleer and Carmel Richardson PART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGS Quality teaching in the early years - Iram Siraj-Blatchford Questioning evaluation quality in early childhood - Valerie N Podmore Multiple pathways between home and school literacies - Susan Hill and Susan Nichols PART FIVE: CONCLUSION A framework for conceptualising early childhood education - Marilyn Fleer, Angela Anning and Joy Cullen
Joy Cullen - Massey University, Palmerston North, New Zealand
Marilyn Fleer - Monash University, Australia