This document discusses the relationship between early childhood education and care (ECEC) and compulsory schooling. It argues that ECEC should not focus on "readying children for school" but rather establishing a "strong and equal partnership" or "pedagogical meeting place" between the two. The author advocates getting "beyond quality" and instead focusing on engaging with political and ethical questions to acknowledge diversity and multiple perspectives. This includes examining images of the child and educator as well as considering ECEC and education as a democratic practice from ages 0-18.
AGENCY, 2008 5th International Conference of the Architectural Humanities Res...Andrea Wheeler
Andrea Wheeler (2008) Architectural and educational perspectives on Cmmunity and Individual Agency in Creating Sustainable Human Society. AGENCY 5th International COnference of the Architectural Humanities Research Association, The University of Sheffield
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
This is a presentation that I gave during a masters seminar in Children's Rights at Ryerson University's Masters of Early Childhood Studies program. Please contact me for more information or visit www.nickpetten.com to read the accompanying paper on the same topic.
Childhood, politics, imprisonment, freedom, penitence - The story of Samir Ge...Samir Geagea جعجع سمير
Samir Geagea has had an interesting and complex political career in Lebanon. He grew up poor in Beirut and joined the Lebanese Forces political party as a young man. During Lebanon's civil war he rose to lead the Lebanese Forces militia and was involved in several battles. After the war, he continued his political career but was imprisoned from 1994-2005 due to accusations of war crimes. Upon his release, he returned to politics and made a public apology for any crimes committed during the war, which was a unprecedented move in Lebanese politics. His career and the responses to his apology continue to be controversial and debated in Lebanon.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
The follow-up to "What's Wrong With Kids These Days" — this one, especially, will probably make no sense if you weren't in my class. Sorry! (Hopefully I'll record audio for it one day.)
The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.
AGENCY, 2008 5th International Conference of the Architectural Humanities Res...Andrea Wheeler
Andrea Wheeler (2008) Architectural and educational perspectives on Cmmunity and Individual Agency in Creating Sustainable Human Society. AGENCY 5th International COnference of the Architectural Humanities Research Association, The University of Sheffield
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
This is a presentation that I gave during a masters seminar in Children's Rights at Ryerson University's Masters of Early Childhood Studies program. Please contact me for more information or visit www.nickpetten.com to read the accompanying paper on the same topic.
Childhood, politics, imprisonment, freedom, penitence - The story of Samir Ge...Samir Geagea جعجع سمير
Samir Geagea has had an interesting and complex political career in Lebanon. He grew up poor in Beirut and joined the Lebanese Forces political party as a young man. During Lebanon's civil war he rose to lead the Lebanese Forces militia and was involved in several battles. After the war, he continued his political career but was imprisoned from 1994-2005 due to accusations of war crimes. Upon his release, he returned to politics and made a public apology for any crimes committed during the war, which was a unprecedented move in Lebanese politics. His career and the responses to his apology continue to be controversial and debated in Lebanon.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
The follow-up to "What's Wrong With Kids These Days" — this one, especially, will probably make no sense if you weren't in my class. Sorry! (Hopefully I'll record audio for it one day.)
The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.
The document discusses different ideologies in education including progressivism, classical humanism, reconstructionism, and instrumentalism. It also examines how these ideologies are reflected in various educational approaches and initiatives. The foundation stage curriculum emphasizes many aspects of progressivism such as developing individual potential and creativity. Current developments in the UK curriculum focus on topics like excellence, enjoyment, and personalization which draw from several ideologies.
Implications of delivering science and social inclusion activities, Tricia Je...Brussels, Belgium
The document discusses the implications of delivering science and social inclusion activities through the SiS Catalyst project. The 4-year project, funded by the European Commission, engaged children as agents of change for science and society. It emphasized that children are societal actors and that education systems and key players must take responsibility to evolve practices and priorities to be more inclusive. The project highlighted the need for genuine listening that empowers children and leads to cultural shifts to better incorporate social inclusion in science communities and agendas.
The document discusses different ideologies that underpin approaches to education, including progressivism, classical humanism, reconstructionism, and instrumentalism. It explores how these ideologies influence factors like curriculum design, teaching methods, learner and teacher roles, and assessment. While governments and initiatives often promote certain ideologies, there can be tensions, such as between a personalized learning approach and the constraints of a national curriculum. An awareness of the ideologies at play is important for educational professionals to maintain integrity and critical thinking.
This document discusses managing collaboration in collaborative organizational cultures. It focuses on learning collaboration through a 70-20-10 model and taking a sociological perspective on technology, humans, and learning. Examples of effective leadership through emotional intelligence are provided. The importance of diversity, social and emotional learning, and a focus on the learning process are emphasized for the future of educational systems.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
The document discusses a youth manifesto created at the 11th Conference of Youth in Paris to address strategic climate change themes and values. Over 250 youth from 55 countries participated in working groups to draft the manifesto. It is divided into values and themes sections. The values section outlines principles like creativity, open-mindedness, and cooperation. The themes section includes positions, recommendations, and actions on issues like education, human rights, conservation, and energy. The manifesto aims to provide recommendations and engage youth groups on climate actions.
The document discusses community learning centers and adult education policy in the UK. It provides context about the Bluefield Lanes neighborhood and interviews conducted with local residents. Key points discussed include: 1) Residents value the strong sense of community in Bluefield Lanes but also note increasing issues with crime. 2) Interviews and focus groups were used to understand residents' experiences and values. 3) Current UK adult education policy focuses narrowly on employment but community learning centers provide broader benefits.
The challenges of using education as a means of addressing persistent unemplo...network_trainers
The document discusses a study on adult users of community information technology (IT) centers and their practices with IT. It notes that biographical methods can connect policy with lived experiences, but current policy is often disconnected from realities. It aims to incorporate users' lived experiences into policy debates. There are gaps in understanding the relationships between personal development and community development, as well as gaps in knowledge about how users of community IT centers use their experiences to enact positive changes.
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
The document discusses how arts advocates can better frame their arguments to join education reform debates and shift school culture to promote creativity. It provides two case studies of international education programs, Learning Futures and Musical Futures, that focus on engaging pedagogy and fostering student interest to indirectly enable creativity. The document argues advocates should focus on student engagement over standardized test accountability and draw from creative learning outside of schools.
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
The document discusses the global dimension in education and its role in the national curriculum. It explores how teaching the global dimension can prepare students for future challenges and develop skills for them to be global citizens. Key concepts of the global dimension include making local to global connections, considering diverse perspectives, and encouraging informed and ethical action beyond the classroom. Teaching strategies discussed include using media resources critically, open dialogue, and philosophy for children. Implementing the global dimension can help teachers meet professional teaching standards.
what is education Essay
Education Reflection Paper
Essay on The Future of Education
Inclusive Education Essay
Eassy on Education
Bell Hookss Education
Disadvantages Of Coeducation
Disadvantages Of Co-Education
Essay on Education: Causes & Effects
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
The document outlines the author's educational leadership philosophy. It discusses how they initially wanted to be a teacher to make a difference, but felt a need for more education. They explored new areas in education and realized they still wanted to work with students in classrooms. They aspire to guide teachers and see educational leadership as a way to still be involved in classrooms through helping teachers, coaching students, and planning curriculum. A master's in educational leadership will provide a fresh perspective.
This document discusses issue-based learning and the need for a new education system. It argues that the current system does not adequately address inequalities and injustices in society. A new system should use education for social reformation by incorporating social issues into the curriculum. This would allow students to develop skills like critical thinking while working towards social justice goals like addressing lack of resources, marginalization, and environmental issues. The proposed issue-based curriculum would help students understand the roots of problems, form their own opinions, and potentially intervene in social issues.
The document discusses different ideologies in education including progressivism, classical humanism, reconstructionism, and instrumentalism. It also examines how these ideologies are reflected in various educational approaches and initiatives. The foundation stage curriculum emphasizes many aspects of progressivism such as developing individual potential and creativity. Current developments in the UK curriculum focus on topics like excellence, enjoyment, and personalization which draw from several ideologies.
Implications of delivering science and social inclusion activities, Tricia Je...Brussels, Belgium
The document discusses the implications of delivering science and social inclusion activities through the SiS Catalyst project. The 4-year project, funded by the European Commission, engaged children as agents of change for science and society. It emphasized that children are societal actors and that education systems and key players must take responsibility to evolve practices and priorities to be more inclusive. The project highlighted the need for genuine listening that empowers children and leads to cultural shifts to better incorporate social inclusion in science communities and agendas.
The document discusses different ideologies that underpin approaches to education, including progressivism, classical humanism, reconstructionism, and instrumentalism. It explores how these ideologies influence factors like curriculum design, teaching methods, learner and teacher roles, and assessment. While governments and initiatives often promote certain ideologies, there can be tensions, such as between a personalized learning approach and the constraints of a national curriculum. An awareness of the ideologies at play is important for educational professionals to maintain integrity and critical thinking.
This document discusses managing collaboration in collaborative organizational cultures. It focuses on learning collaboration through a 70-20-10 model and taking a sociological perspective on technology, humans, and learning. Examples of effective leadership through emotional intelligence are provided. The importance of diversity, social and emotional learning, and a focus on the learning process are emphasized for the future of educational systems.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
The document discusses a youth manifesto created at the 11th Conference of Youth in Paris to address strategic climate change themes and values. Over 250 youth from 55 countries participated in working groups to draft the manifesto. It is divided into values and themes sections. The values section outlines principles like creativity, open-mindedness, and cooperation. The themes section includes positions, recommendations, and actions on issues like education, human rights, conservation, and energy. The manifesto aims to provide recommendations and engage youth groups on climate actions.
The document discusses community learning centers and adult education policy in the UK. It provides context about the Bluefield Lanes neighborhood and interviews conducted with local residents. Key points discussed include: 1) Residents value the strong sense of community in Bluefield Lanes but also note increasing issues with crime. 2) Interviews and focus groups were used to understand residents' experiences and values. 3) Current UK adult education policy focuses narrowly on employment but community learning centers provide broader benefits.
The challenges of using education as a means of addressing persistent unemplo...network_trainers
The document discusses a study on adult users of community information technology (IT) centers and their practices with IT. It notes that biographical methods can connect policy with lived experiences, but current policy is often disconnected from realities. It aims to incorporate users' lived experiences into policy debates. There are gaps in understanding the relationships between personal development and community development, as well as gaps in knowledge about how users of community IT centers use their experiences to enact positive changes.
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
The document discusses how arts advocates can better frame their arguments to join education reform debates and shift school culture to promote creativity. It provides two case studies of international education programs, Learning Futures and Musical Futures, that focus on engaging pedagogy and fostering student interest to indirectly enable creativity. The document argues advocates should focus on student engagement over standardized test accountability and draw from creative learning outside of schools.
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
The document discusses the global dimension in education and its role in the national curriculum. It explores how teaching the global dimension can prepare students for future challenges and develop skills for them to be global citizens. Key concepts of the global dimension include making local to global connections, considering diverse perspectives, and encouraging informed and ethical action beyond the classroom. Teaching strategies discussed include using media resources critically, open dialogue, and philosophy for children. Implementing the global dimension can help teachers meet professional teaching standards.
what is education Essay
Education Reflection Paper
Essay on The Future of Education
Inclusive Education Essay
Eassy on Education
Bell Hookss Education
Disadvantages Of Coeducation
Disadvantages Of Co-Education
Essay on Education: Causes & Effects
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
The document outlines the author's educational leadership philosophy. It discusses how they initially wanted to be a teacher to make a difference, but felt a need for more education. They explored new areas in education and realized they still wanted to work with students in classrooms. They aspire to guide teachers and see educational leadership as a way to still be involved in classrooms through helping teachers, coaching students, and planning curriculum. A master's in educational leadership will provide a fresh perspective.
This document discusses issue-based learning and the need for a new education system. It argues that the current system does not adequately address inequalities and injustices in society. A new system should use education for social reformation by incorporating social issues into the curriculum. This would allow students to develop skills like critical thinking while working towards social justice goals like addressing lack of resources, marginalization, and environmental issues. The proposed issue-based curriculum would help students understand the roots of problems, form their own opinions, and potentially intervene in social issues.
Hands to Hearts International (HHI) provides early childhood development training to caregivers in orphanages in Chennai, India. [HHI's] training covers physical, cognitive, language, social, and emotional development for children aged 0-3. The training teaches caregivers techniques like baby massage and emphasizes baby cues. Studies show the training leads to healthier, happier and better developing children as caregivers become more nurturing, confident and active in caring for the children. When applied at scale, HHI is a low-cost, effective way to educate caregivers and positively impact children's development.
This document discusses the relationship between early childhood education and care (ECEC) and compulsory schooling. It argues that ECEC should not focus on "readying children for school" but rather establishing a "strong and equal partnership" or "pedagogical meeting place" between the two. The author advocates getting "beyond quality" and instead focusing on engaging with political and ethical questions to acknowledge diversity and multiple perspectives. This includes examining images of the child and educator as well as considering ECEC and education as a democratic practice from ages 0-18.
This document summarizes a session on early childhood care and education (ECCE) held by UNESCO on April 23, 2012. It discusses several highlights from the session including the importance of integrated, child-centered, culturally-sensitive and community-based approaches to ECCE. It also notes the crucial role of non-governmental organizations and the need for partnerships between UNESCO and other organizations to support ECCE through activities like policy reviews, monitoring, and knowledge sharing.
The document summarizes a Montessori early childhood program for Aboriginal and Torres Strait Islander children in Australia. Key points:
1) The program aims to provide Montessori education to all Australian children regardless of location or socioeconomic status, and help break cycles of welfare dependency.
2) It partners with local organizations to provide Montessori programs for children aged 3-6 and 6-9 in the Torres Strait.
3) Using a Montessori approach, the programs focus on developing children's independence, concentration, and social/emotional skills through practical activities connected to their culture and environment.
4) The programs emphasize long-term commitment, community engagement, and empowering families to support children
Early childhood disabling factors in sub-Saharan Africa include infectious diseases, malnutrition, lack of prenatal and postnatal care, harmful traditional practices, and genetic anomalies. Children with disabilities in sub-Saharan Africa engage in domestic tasks or stay at home, with limited access to early childhood education. Traditional practices include both helpful practices like breastfeeding and communal child-rearing, as well as harmful practices like female genital mutilation. There are conflicting beliefs around childhood, with some views emphasizing strict behavior and others the importance of early intervention. Intervention practices aim to cure disabilities through religious and herbal medicines.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Ethics and politics as first practice in
early childhood education and care
Professor Peter Moss
Thomas Coram Research Unit
Institute of Education University of London
peter.moss@ioe.ac.uk
3. 1970s: Children’s Centre movement in
England
Problem: split and under-funded system; services
fragmented, unresponsive & far too few
Aim of the movement: to develop a ‘popular and
effective’ service for all children 0-5 and families:
o Serve small local catchment areas
o Planned and supervised by one authority
o Multi-purpose, responding to needs of local
communities
o Available on demand
o Free
4. Children’s Centre movement
Solution: Integrated, responsive, multi-
purpose ‘Children’s Centres’ for all children
and families...a holistic community service
Our criteria suggest that the basic form of
service should be through multi-purpose
children’s centres offering part and full-time
care with medical and other services, to a
very local catchment area, but there is much
room for experimentation (Tizard, Moss and Perry,
1976)
5. Image of the EC centre
Children’s Centre is basis for my image of what
the EC centre can be
Common images today = parking space (for
children) OR factory producing predefined
outcomes OR business selling a commodity (e.g.
‘childcare’) to parent-consumers
My image = public space or forum...a place of
encounter for all citizens (children & adults)...a
collaborative workshop for communities with the
potential for many purposes and projects – some
predefined, others not...
6. Many purposes and projects of
the EC centre might include:
Constructing knowledge, identities, values
Providing family support
Building community solidarity
Sustaining cultures and languages
Developing economy (including ‘childcare’)
Promoting gender and other equalities
Practicing democracy and active citizenship
Resisting exclusion and other injustices
(Add your purposes and projects)
7. 1990s: The problem with ‘quality’
Quality in early childhood services is a
constructed concept, subjective in nature and
based on values, beliefs and interest, rather
than an objective and universal reality (Moss
& Pence, 1994)
If quality is a relative concept
If the process of defining quality should be
participatory and democratic
Then definitions of ‘quality’ will differ – due to
multiple perspectives
8. 1990s: The problem with ‘quality’
Q: Can the concept of ‘quality’ accommodate
diversity of values, beliefs and interests? Can
you have multiple definitions of ‘quality’?
A: No. If value diversity, need to get ‘beyond
quality’...find another language to talk about
ECCE
9. 2000s: Ethics and politics in ECCE
Today ECCE is first and foremost a technical
practice – seeking one right universal answer
from experts, but...
ECCE is first and foremost a political and ethical
practice
Political practice because ECCE should start
from political questions – ‘not mere technical
issues to be solved by experts...[but questions
that] always involve decisions which require us
to make choices between conflicting
alternatives’ (Chantal Mouffe).
10. Some political questions
What kind of world do we want? What do we want
for our children?
What is ECCE for?
What is our image of the child? The EC centre? The
EC educator?
What values? What ethics?
What paradigm? What theories?
What do we mean by ‘education’ and by ‘care’?
What is knowledge? How do we learn?
11. Democracy as a fundamental value
Democracy is multi-dimensional concept: representative and
procedural...but also participatory and everyday
[Democracy is] primarily a mode of associated living embedded
in the culture and social relationships of everyday life
[Democracy is] a way of personal life controlled not merely by
faith in human nature in general but by faith in the capacity of
human beings for intelligent judgment and action if proper
conditions are furnished
[Democracy] must be reborn in each generation and education
is the midwife (John Dewey)
Democracy in ECCE : decision-making; curriculum; learning;
evaluation; deciding projects etc etc
12. 2000s: Ethics and politics in ECCE
Ethical practice because education is a
relational field – we need ethical basis for the
relationship
E.g. ethics of care and ethics of an
encounter...how do we relate in ways that are
caring? and in ways that respect ‘otherness’/
diversity?
13. 2010s: Relationship between ECCE
and Compulsory Education
Dominant relationship today: ECEC ‘readying’
children for school...but there are alternatives,
e.g. ‘strong and equal partnership’...‘pedagogical
meeting place’
Rather than ‘schoolification’, re-think education
from 0-18 based on new, shared political and
ethical practice
15. Proposition 1
We need to get ECCE into perspective. We are
in danger of over-stating the impact of ECCE
on reducing the damaging consequences of
inequality and injustice...while understating its
potential for individual, family and community
flourishing.
16. Putting ECCE in perspective
Unrealistic claims made for ECCE...it can fix
social and economic ills caused by inequality
and injustice...v.high return on investment
Claims often based on small local studies in
US, a country where child poverty remains
high after 40 years of early interventions
ECCE by itself is not a magic potion or silver
bullet – it is no short cut to a good society...we
need to put it into perspective
17. Putting ECCE in perspective
Are we sure there is no magic potion that will
push poor children into the middle class? Only
if the potion contains health care, childcare,
good housing, sufficient income for every
family, child rearing environments free of
drugs and violence, support for parents in all
their roles, and equal education for all...
Without these necessities, only magic will
make that happen (Ed Ziegler)
18. Putting ECCE in perspective
Inequality has risen to alarming levels around
the world....Inequality should be at the centre
of our attention...
Investing in people...begin in early childhood
[and] it must be followed by formal
education...Tax and benefit policies [to]
promote a better distribution of income...High
quality public services...reducing regional
disparities (Angel Gurria, OECD Secretary-General, 19/3/2012)
19. Putting ECCE in perspective
Successful countries (Nordics) have very good ECCE –
but one part of a political and social system that is:
democratic and egalitarian; sustained by a well-
developed welfare state; with high taxes.
EC centres – and schools – have an important part to
play in a good society as part of a political and social
system and if our image of them is a public space, a
place of encounter for all citizens, a collaborative
workshop for communities...a public resource of
great potential and many possibilities
20. Proposition 2
We need to get beyond ‘quality’ and talk
instead about - what we really value and
desire...and in the process acknowledge,
welcome and work with diversity, complexity
and multiple perspectives
21. Getting ‘beyond’ quality
‘Quality’ becomes meaningless with overuse
When we try to give it meaning, we end up
with a set of supposedly universal and
objective norms defined by experts and
ignoring context, diversity and complexity
‘Quality’ cannot accommodate diversity and
complexity...treats ECCE as technical practice
NOT a political and ethical practice based on
critical questions and conflicting alternatives
22. Getting ‘beyond quality’ means...
Not talking about ‘good quality ECCE’
Talking about answers to critical questions,
what images? what concepts? what values
and ethics; what paradigms and theories? Etc.
(e.g.) ‘ECCE that values democracy and
experimentation...works with the image of a
rich child...strives for ‘education in its
broadest sense’...adopts a post-structural
paradigm and experiments with the theories
of Delueze’
23. Getting ‘beyond quality’ means...
No longer evaluating with standardised check-
lists
Using participatory methods including
children, parents, educators, citizens, e.g.
pedagogical documentation:
making practice visible
subject to dialogue, reflection and interpretation
in relationship with others
24. Pedagogical documentation
Documenting what has been observed in work with the
children is one of the keys of Malaguzzi’s philosophy.
Behind this practice...is the ideological and ethical
concept of a transparent school and education...
[PD is] an extraordinary tool for dialogue, for exchange,
for sharing. For Malaguzzi it means the possibility to
discuss and to dialogue ‘everything with everyone’
(teachers, auxiliary staff, cooks, families, administrators,
citizens)…being able to discuss real, concrete things –
not just theories and words (Alfredo Hoyuelos, 2004)
25. Proposition 3
We cannot address ‘training’ of teachers,
educators etc until we have engaged with
critical questions and relational ethics, e.g.
‘what image of the child?’; ‘what relational
ethics will the teacher work with?’
26. What image of the child?
Increasing interest in the social construction or
image of the child, e.g. sociology of childhood
Many social constructions/images of the child, e.g. as
knowledge reproducer...innocent...nature
Each image is ‘productive’ of policy, provision and
practice
Images are always present in policy and research –
but implicit, unacknowledged, undiscussed...pretend
there is an essential or true child...the political
becomes technical
27. Reggio Emilia asks the question
and gives an explicit answer
One of the strong points [of our schools] has always
been that of starting from a very open, explicit
declaration of our image of the child, where image is
understood as a strong and optimistic interpretation
of the child. A child born with many resources and
extraordinary potentials that have never ceased to
amaze us, with an autonomous capacity for
constructing thoughts, ideas, questions and attempts
at answers (Loris Malaguzzi)
The image of the ‘rich child’
28. What image of the educator?
ubstitute mother...technician(applies a
programme) ...expert professional (knows the right
answers)
o-constructor of knowledge, researcher and
experimenter, working with the image of a rich child...
ore attentive to creating possibilities than pursuing
predefined goals… [with] responsibility to choose,
experiment, discuss, reflect and change, focusing on
the organisation of opportunities rather than the
29. What education for this image of
the educator?
Graduate 0-6 profession (what % of workforce?
50% 80%) ...parity with school teachers
Continuing education, including workplace and
postgraduate studies
Education to cover:
Diversity, complexity, uncertainty, experimentation...
‘pleasure of amazement and wonder’ ...people and
communities + paradigms and theories
Democracy and participation: a democratic practitioner
Critical thinking
Relational ethics
Diverse profession...20%+ men
30. Proposition 4
The process of engaging with political
and ethical questions should extend to
the whole education system and
provides a basis for a relationship
between ECCE and school that rejects
the discourse of ‘readying for school’
31. Relationship between ECCE and CSE
No.1.ECEC ‘readying’/‘preparing’ for school
Dominant relationship today...and increasing
Increases ‘schoolification’ - the downward
reach of traditional compulsory schooling
Concerns about relationship I: inappropriate
content and methods...loss of identity and
strengths of early childhood education...no
change in the conservative school
32. Schoolification
Early education is assimilated, both conceptually and
administratively, to a traditional primary school
model...
Schoolified early childhood services are characterised
by age segregation, with children grouped by year of
birth; ...a predominantly knowledge transfer model
with whole class exercises; large numbers of young
children assigned to each group and insufficient
attention given to the needs, talents and agency of
the individual child; and often a neglect of children’s
play, family outreach and the social dimensions of
early education (John Bennett)
33. No.2. ‘Strong and equal partnership’
(OECD Starting Strong)
A strong partnership with the education system
should provide the opportunity to bring
together the diverse perspectives and methods
of both ECE and CSE, focusing on their
respective strengths, such as the emphasis on
parental involvement and social development
in ECE and the focus on educational goals and
learning in CSE (John Bennett)
34. No.3. ‘The vision of a pedagogical
meeting place’
ECCE and CSE come together to:
understand different traditions, images, values,
practices
co-construct something new in response to critical
questions...new shared images, values, goals,
practices
shared approach from 0 to 18...new, shared images,
values, goals and practices (e.g. rich child, democracy,
ethics of care) and ‘education in its broadest sense’...
understood as a broad, holistic concept, concerned
with all aspects of well-being and development.
36. ‘Early Childhood: seeds for the future’ or
‘Early Childhood: one important ingredient for
a flourishing life - here and now & in the
future’
‘Quality ECCE’: drop ‘quality’ – instead
talk/argue about what we value and desire
(I)NGOs: important role in developing a
democratic politics of early childhood...critical
thinking to dominant discourses...asking and
discussing political questions...resisting the
‘dictatorship of no alternative’
37. ‘Creation of original, flexible and locally
relevant ECCE provision’. Meaning? Why
these? More work on image of the EC centre?
ECCE for ‘improved school readiness’ – don’t
take this relationship for granted...there are
alternatives!
Democracy as a fundamental value and
democratic practice can support and enrich
participation of parents/ families/
communities.
38. Technical practice does matter, e.g.
structures, resources, methods...but always
comes after political and ethical practice.
Innovation/experimentation important, but as
continuous movement, not occasional
movement from one position to another...
need to pay far more attention to sustaining
experimentation over time.
Where to? Without asking this question,
danger of more of the same, reproducing
dysfunctional systems.
39. Dahlberg, G. & Moss, P.(2005) Ethics and Politics in Early Childhood Education. London:
Routledge.
Dahlberg, G., Moss, P. and Pence, A. (2007, 2nd ed) Beyond Quality in Early Childhood
Education and Care. London: Routledge.
Fielding, M. and Moss, P. (2010) Radical Education and the Common School: a
Democratic Alternative. London: Routledge.
Fortunati, A. (2005) The Education of Young Children as a Community Project.
Available from Children in Scotland,
http://www.childreninscotland.org.uk/html/pub_tshow.php?ref=PUB0202
Kaga, Y., Bennett, J. and Moss, P. (2010) Caring and Learning Together. Paris: UNESCO
Moss, P. (2009) There are alternatives! Markets and democratic experimentalism in
early childhood education and care. The Hague: Bernard van Leer Foundation.
http://www.bernardvanleer.org/publications_results?SearchableText=B-WOP-053
Rinaldi, C. (2006) In Dialogue with Reggio Emilia: Listening, researching and learning.
London: Routledge.
Vecchi, V. (2010) Art and Creativity in Reggio Emilia. London: Routledge