Sommer D., Pramling I.S., Hundeide K. Early childhood care and education: a child perspective paradigm
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Sommer D., Pramling I.S., Hundeide K. Early childhood care and education: a child perspective paradigm // Preschool Education Today. 2015, Issue 6. P.68–78
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Abstract
From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 2001). At the same time, historically it looks like people think there is a specific programme that will solve all problems and guarantee a high quality in early years education, since different discourses keep appearing. Right now based on the UN Convention of the Right of the Child, children’s voices and perspectives are central to education for young children. In this theoretical article we will discuss what an early childhood education based on child perspectives and children’s perspective could be. The two perspectives will be defined. Central notions and features for a pedagogy that takes both of these perspectives into practice will be illustrated, but also aspects that link care and education. The important relation between children’s experiences in the family and in early childhood education call for a sensitivity and dialogue with children that presuppose adults’ skills to empathically and cognitively make sense of children’s worlds. This means that, instead of arguing for a certain programme to early years education, we try to focus attention to certain features and aspects that could be of importance for a child’s right to education.
References
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31. Pramling Samuelsson, I., M. Asplund Carlsson, B. Olsson et al. 2008. Konstenatt lдra barn estetik (The Art of Teaching Children Aesthetics). Stockholm: Norstedts Akademiska Fцrlag.
32. Pramling Samuelsson, I., and M. Fleer, eds. 2008. Play and Learning in Early Childhood Settings: International Perspectives. New York: Springer.
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37. Rye, H. 2003. Tidelig hjelp til bedre samspill (Early Help for Better Interaction). Oslo:Gyldendal.
38. Sommer, D. 2012. A Childhood Psychology: Young Children in Changing Times. Basingstoke:Palgrave Macmillan.
39. Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives and Children‘s Perspectives in Theory and Practice. London: Springer Science.
40. Stern, D. 1985. The Interpersonal World of the Child. New York: Basic Books.
41. Stern, D. 1995. Moderskapskonstellation (Motherhood Constellation). Stockholm: Natur and Kultur.
42. Trevarthen, C. 1992. «An Infant’s Motive for Speaking and Thinking in the Culture.» In The Dialogue Alternative, edited by A. HeenWold, 99–137. Oslo: Scandinavian University Press.
43. UN. 1989. Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm
44. UNESCO. 2008. Overcoming Inequality: Why Governance Matters, Education For All Monitoring Report. Oxford: Oxford University Press.
45. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes.Cambridge, MA: Harvard University Press.
46. Wallerstedt, C., and N. Pramling. 2011. «Mind the Step: Representation and the Trajectory of a Circle-dance Project with 6-8-year-old Children.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 191–223. Dordrecht, the Netherlands: Springer.
47. Wallerstedt, C., N. Pramling, and I. Pramling Samuelsson. 2011. «Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills.» In Voices of Infants and Toddlers: International Research with our Youngest, edited by E. Johansson and J. White, 87–107. Dordrecht, the Netherlands: Springer.
48. Wood, D. 1998. How Children Think and Learn. Cambridge, MA: Harvard University Press.
49. Wood, D., J. S. Bruner, and G. Ross. 1976. «The Role of Tutoring in Problem-solving.» Journal of Child Psychology and Psychiatry 17: 89–100.
2. Braten, S. 1999. Kommunikasjon og samspill – fra fшdsel til alderdom (Communication and Interplay from Birth to Old Age). Oslo: Tano-Aschehoug.
3. Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
4. Bruner, J. 1990. «The Transactional Self.» In Making Sense, edited by J. Bruner and H. Haste. London: Routledge.
5. Clarke-Stewart, A., and V. D. Allhusen. 2005. What We Know About Child Care. Cambridge, MA: Harvard University Press.
6. Curtis, W. J., and C. A. Nelson. 2003. «Toward Building a Better Brain.» In Resilience andVulnerability, edited by S. S. Luthar, 463–488. Cambridge: Cambridge University Press.
7. Dencik, et al. 1988. Barnens tvе vдrlder (The Child’s Two Worlds). Stockholm: ESSELTE Studium.
8. Doverborg, E., and I. Pramling Samuelsson. 1999. «Apple Cutting and Creativity as a Mathematical Beginning.» Kindergarten Education: Theory, Research and Practice 4 (2):87–103.
9. Doverborg, E., and I. Pramling Samuelsson. 2000. Att fцrstе barns tankar: Metodik fцr barnintervjuer (Understanding Children‘s Thoughts: A Method for Interviewing Children) (3:arev. uppl ed.). Stockholm: Liber Utbildningsfцrlag.
10. Doverborg, E., and I. Pramling Samuelsson. 2011. «Early Mathematics in the Preschool Context.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 37–65. Dordrecht, the Netherlands: Springer.
11. Elkind, D. 2003. «Thanks for the Memory: The Lasting Value of True Play.» Young Children 58(3): 46–51.
12. Field, T. M. 1990. Infancy. Cambridge, MA: Harvard University Press.
13. Gelman, R., and C. Gallistel. 1978. The Child‘s Understanding of Number. Cambridge, MA: Harvard University Press.
14. Greenfield, P. A. 2006. «Cultural Pathways through Human Development.» In Handbook of Child Psychology, edited by W. D. Damon and R. M. Lerner, 655–699, vol. 4: Child Psychology on Practice. New York: Wiley and Sons.
15. Hoffman, M. 2000. Empathy and Moral Development. New York: Cambridge University Press.
16. Hundeide, K. 2000. Ledet samspill fra spedbarn til skolealder (Guided Interaction from Infancy to School Age). Asker: VettogViten.
17. Hundeide, K. 2006. Sociokulturella ramar fцr barns utveckling: barns livsvдrldar (Socoiocultural Frameworks for Children‘s Development: Children‘s Lifeworlds). Lund:Studentlitteratur.
18. James, A., C. Jenks, and A. Prout. 1998. Theorizing Childhood. New York: Teachers College,Columbia University.
19. Klein, P., and K. Hundeide, eds. 1995. Early Intervention: A Mediational Approach on the Cross Cultural Application of the MISC Program. New York: Garland.
20. Lewis, A., and G. Lindsay, eds. 2000. Researching Children‘s Perspectives. Buckingham: OpenUniversity Press.
21. Marcon, R. A. 2001. «Moving up the Grades: Relationship between Preschool Model and LaterSchool Success.» Early Childhood Research and Practice, 4(1), http://ecrp.uiuc.edu/v4n1/index.html
22. Marton, F., A. Tsui, P. Chik et al. eds. 2004. Classroom Discourse and the Space of Learning. Mahwah, NJ: Lawrence Erlbaum.
23. Moghaddam, F. M., and C. J. Riley. 2005. «Towards a Cultural Theory of Rights and Duties inHuman Development.» In The Psychology of Rights and Duties: Empirical Contributions and Normative Commentaries, edited by N. Finkel, and F. M. Moghaddam, 75–105.Washington, DC: APA Press.
24. National Research Council. 2001. Eager to Learn: Educating our Preschoolers. Washington:National Academy Press.
25. NICHD Early Child Care Research Network. 2005. Child Care and Children‘s Development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guilford Press.
26. Pramling, I. 1983. The Child‘s Conception of Learning. Gцteborg: Acta Universitatis Gotho-
burgensis.
27. Pramling, I. 1991. «Learning about ‘the Shop’: An Approach to Learning in Preschool.» Early Childhood Research Quarterly 6: 151–166.
28. Pramling, N., and I. Pramling Samuelsson, eds. 2011. Educational Encounters: Nordic Studies in Early Childhood Didactics. Dordrecht, the Netherlands: Springer.
29. Pramling Samuelsson, I. 2011. Utvecklings pedagogik. (Developmental pedagogics) IM. Jensen(red.). Lдrandetsgrunder: teorierochperspektiv (The Basics of Learning: Theories and Perspective). Lund: Studentlitteratur.
30. Pramling Samuelsson, I., and M. Asplund Carlsson. 2008. «The Playing Learning Child: Towards a Pedagogy of Early Childhood.» Scandinavian Journal of Educational Research 52 (6): 623–641.
31. Pramling Samuelsson, I., M. Asplund Carlsson, B. Olsson et al. 2008. Konstenatt lдra barn estetik (The Art of Teaching Children Aesthetics). Stockholm: Norstedts Akademiska Fцrlag.
32. Pramling Samuelsson, I., and M. Fleer, eds. 2008. Play and Learning in Early Childhood Settings: International Perspectives. New York: Springer.
33. Prout, A. 2005. The Future of Childhood: Towards the Interdisciplinary Study of Children.London: Routledge Falmer.
34. Qvortrup, J., W. A. Corsaro, and M.-S. Honig, eds. 2009. The Palgrave Handbook of Childhood Studies. Basingstoke: Palgrave Macmillan.
35. Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context.New York: Oxford University Press.
36. Rogoff, B. 2004. The Cultural Nature of Child Development. Cambridge: Cambridge UniversityPress.
37. Rye, H. 2003. Tidelig hjelp til bedre samspill (Early Help for Better Interaction). Oslo:Gyldendal.
38. Sommer, D. 2012. A Childhood Psychology: Young Children in Changing Times. Basingstoke:Palgrave Macmillan.
39. Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives and Children‘s Perspectives in Theory and Practice. London: Springer Science.
40. Stern, D. 1985. The Interpersonal World of the Child. New York: Basic Books.
41. Stern, D. 1995. Moderskapskonstellation (Motherhood Constellation). Stockholm: Natur and Kultur.
42. Trevarthen, C. 1992. «An Infant’s Motive for Speaking and Thinking in the Culture.» In The Dialogue Alternative, edited by A. HeenWold, 99–137. Oslo: Scandinavian University Press.
43. UN. 1989. Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm
44. UNESCO. 2008. Overcoming Inequality: Why Governance Matters, Education For All Monitoring Report. Oxford: Oxford University Press.
45. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes.Cambridge, MA: Harvard University Press.
46. Wallerstedt, C., and N. Pramling. 2011. «Mind the Step: Representation and the Trajectory of a Circle-dance Project with 6-8-year-old Children.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 191–223. Dordrecht, the Netherlands: Springer.
47. Wallerstedt, C., N. Pramling, and I. Pramling Samuelsson. 2011. «Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills.» In Voices of Infants and Toddlers: International Research with our Youngest, edited by E. Johansson and J. White, 87–107. Dordrecht, the Netherlands: Springer.
48. Wood, D. 1998. How Children Think and Learn. Cambridge, MA: Harvard University Press.
49. Wood, D., J. S. Bruner, and G. Ross. 1976. «The Role of Tutoring in Problem-solving.» Journal of Child Psychology and Psychiatry 17: 89–100.