Download Children and Childhoods 1: Perspectives, Places and by Peter Whiteman PDF

By Peter Whiteman

The early years of existence are quick gaining prominence worldwide. it truly is good documented that funding in early youth leads to enormously excessive returns in a number of arenas; more than these caused by company fascinated with later sessions in humans s lives. This booklet offers present early years learn that displays the transdisciplinary nature of youth. the 1st within the young children and Childhoods sequence, this quantity examines a number of views, locations and practices that represent early adolescence. the various features of the way little ones and childhoods are visible, the place they're enacted and the way they're performed out are defined via explorations of playgrounds, hospitals, museums, baby care centres and different destinations. equally assorted are the methodologies that underpin those investigations. kids, practitioners, households and researchers all give a contribution to this cornucopia of kids and childhoods.

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Extra info for Children and Childhoods 1: Perspectives, Places and Practices

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The most significant change reported by one participant was: Slowing down: putting other things on hold to actually spend time with the children to just be there to support their play and be involved in helping stimulate their experiences. (ExS) Another stated that: I believe that I have softened a little and am more focused on what works for the child rather than what I need to do. (ExS) These changes were summed up by one participant who described her room as: Very calm, very happy, very settled…children not having tantrums.

Conclusion This project enacted a change management framework to rethink and reframe pedagogical practices. For this organisation, investing in a wholeof-organisation approach to professional learning created a space for 32 Chapter Two contemporary approaches to programming and planning to be examined, and changes to be implemented successfully across the organisation. Having an external consultant act as a critical friend, utilising an appreciative inquiry model over a sustained period of time, created a space for change to emerge.

Not only did the program appear to bring about a broader understanding of the nature of infant-toddler curriculum, but by enabling practitioners to explore and critique their current understandings and images of infants and toddlers, the program appeared to promote a deeper consideration of the perspectives and experiences of these children. The focus on being perceptive of infants’ and toddlers’ thoughts and intentions, as well as their physical and emotional needs, challenged practitioners to explore notions of respect, communication and agency, which they then translated into their program.

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