Titlebook: Challenging Democracy in Early Childhood Education; Engagement in Changi Valerie Margrain,Annica Löfdahl Hultman Book 2019 Springer Nature

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Phenomenology of Natural Scienceden) relating to talent development, giftedness and gifted children’s rights. The analyses indicate a commitment towards children’s rights and needs, empowering children’s agency and fostering the learning and development of all children as well as some but few explicit mentions (mentioned one, two,

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https://doi.org/10.1007/978-3-319-02015-0tralia with birthdays between January and July now commence school a year after the child is first eligible, a practice known as . (Edwards et al., Aust Rev Public Aff 10:41–60, 2011) or delayed school entry. The purpose of the study was to explore the lived experience of parents who were in the pro

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https://doi.org/10.1007/978-3-319-47976-7on and research over the past two decades. In part this has been in response to the inclusive and democratic Language-in-Education Policy regarding 11 official languages (Department of Education (DoE), Language in education policy. Government Gazette, 17997 (383) Pretoria, South Africa, 1997). By pr

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Phenomenology and the Clinical Event,l context. Data were collected through observations and field notes, which were transcribed and analysed using the theoretical concept .. The analysis shows that the FLAs are controlled by conditions, such as the timeframe for the FLA and by the fixed routines, meetings and excursions in preschools.

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Manfred Spitzer,Friedrich A. Uehlein improving quality in preschools through pedagogical documentation. The theoretical approach, social representations theory (SRT), addresses how groups of people construct, negotiate and maintain understandings of objects and phenomena important to the group. The data consists of focus group intervi

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The Existentialistic Subject Todaydless of language or socio-economic background. The model emphasises parents’ engagement, by developing good levels of communication between parents and teachers and appointing parents with active roles in the early education process. By advocating for equal access to education in the community, we

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https://doi.org/10.1007/0-306-48132-4dhood years with opportunities to access and experience digital technologies in their home and wider world. These experiences are the foundations for children’s socially and culturally mediated digital funds of knowledge. Digital funds of knowledge can include dispositions, skills and experiences in

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