Titlebook: Children’s Self-determination in the Context of Early Childhood Education and Services; Discourses, Policies Federico Farini,Angela Scollan

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华而不实

Practices/1, Italy: Facilitating Participation in Early Childhood Educationteractions with peers and teachers. An important issue in this observation is if children’s participation can also mean children’s agency. Agency means display of autonomy in action, choosing among different possibilities, which allows children’s promotion of change of communication structures, such

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Practices/2, Japan: The Exploration of Four-Year-Olds Potential: Focusing the Democratic Meeting Durchildren’s involvement in democratic practices during class activities..Democratic meetings are defined as those providing participants with the opportunity to care for, expand and share each other’s experiences. We examined the practices of Japanese preschool education, with an emphasis on learning

兽群

poliosis

Practices/4, United Kingdom: Finding the Voice of Children. Video-Observation to Discover Children’sof an action-research project aimed to implementing a shift in practice from making observations of children’s learning using still photography to sharing and discussing video vignettes with parents. The unintended consequences that this chapter aims to discuss regard the transformation of the actio

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Practices/5, Kazakhstan: Keeping It Real: Making Space for Play in Early Education Policy and Practildren greater control of some of their activities in preschool. The first sometimes promotes an early start to more formal learning, while the second proposes that personal responsibility and self-control and can lead to longer lasting benefits resulting from preschool experiences..A case study of c

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Practices/6, United States of America: Hybrid-Transitions as a Space for Children’s Agency. A Case-S at the intersection of young children’s agency and the limitations imposed by their position in society. Following a discussion of the idea that the passage between digital worlds and non-digital worlds during the using of technologies by groups of young children is a dense and social space, rather

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Mortar

Mnemonics

Discourses/1, Australia: Whose Rights? The Child’s Right to Be Heard in the Context of the Family an of the child’s position within the current parent/teacher partnership discourse. Early childhood educators have a complex and multi-faceted responsibility in their work with children. Balancing the ever-increasing interconnecting network of policy frameworks, societal expectations of what a ‘good’