Rethinking Readiness in Early Childhood Education

This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness.

Author: Jeanne Marie Iorio

Publisher: Springer

ISBN: 9781137485120

Category: Education

Page: 232

View: 844

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This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
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Rethinking Readiness in Early Childhood Education

This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness.

Author: Jeanne Marie Iorio

Publisher: Palgrave Macmillan

ISBN: 1349503592

Category: Education

Page: 232

View: 694

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This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
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Rethinking Readiness in Early Childhood Education

Laidlaw, O'Mara, and Wong go on to offer stories of schools being ready for children as teachers rethink readiness to include digital tools and contexts. These authors create a counterposition of readiness where adults engage with a set ...

Author: Jeanne Marie Iorio

Publisher: Springer

ISBN: 9781137485120

Category: Education

Page: 232

View: 414

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This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
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Challenging the School Readiness Agenda in Early Childhood Education

Black children: Their roots, culture and learning styles. Baltimore, MD: John Hopkins University Press. ... Rethinking readiness in early childhood education: Implications for policy and practice. New York: Palgrave Macmillan.

Author: Miriam B. Tager

Publisher: Taylor & Francis

ISBN: 9781317204671

Category: Education

Page: 124

View: 319

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Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing sorts and labels children as non-ready, affecting their overall schooling careers. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.
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Pedagogies of Educational Transitions

Reconceptualizing “readiness” in the digital age. In J. M. Iorio & W. Parnell (Eds.), Rethinking readiness in early childhood education (pp. 65–76). New York: Palgrave Macmillan. Langford, J. (2010). Families and transitions.

Author: Nadine Ballam

Publisher: Springer

ISBN: 9783319431185

Category: Education

Page: 298

View: 956

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This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.
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Theorizing Feminist Ethics of Care in Early Childhood Practice

in J. M. Iorio and W. Parnell (eds), Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice, 1–18, New York: Palgrave Macmillan. Braidotti, R. (1991), Patterns of Dissonance, Cambridge: Polity Press.

Author: Rachel Langford

Publisher: Bloomsbury Publishing

ISBN: 9781350067493

Category: Education

Page: 248

View: 130

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This book responds to a growing academic interest in theorizing care and care work in the early childhood education and care (ECEC) sector. The contributors theorize a new feminist ethics of care in everyday early childhood practice, revealing its complexities and importance. Drawing on feminist theories and philosophies, the chapter authors show how the caring practices of early childhood educators involve values, emotions, decision-making, action and work. Using cutting-edge theory, authors address the social locations and the inclusion and exclusion of both care givers and care receivers. With contributions from Belgium, Canada, New Zealand, the UK and the USA, the volume brings together early childhood studies, sociology, psychology, philosophy and critical disability studies to offer diverse perspectives on feminist ethics of care in early childhood practice and its possibilities and dangers.
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Meaning Making in Early Childhood Research

Department Chair of Curriculum and Instruction, and a pedagogical liaison to the Helen Gordon Child Development Center at Portland State University. His specialty areas are rethinking readiness, disrupting traditional early childhood ...

Author: Jeanne Marie Iorio

Publisher: Routledge

ISBN: 9781315297354

Category: Education

Page: 184

View: 781

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Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
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Globalization Transformation and Cultures in Early Childhood Education and Care

Rethinking school choice: Limits of the market metaphor. Princeton, NJ: Princeton University Press. Iorio, J. M., & Parnell, W. (Eds.). (2015). Rethinking readiness in early childhood education. New York: Palgrave Macmillan.

Author: Stefan Faas

Publisher: Springer Nature

ISBN: 9783030271190

Category: Education

Page: 256

View: 341

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This edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.
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The Wiley Handbook of Early Childhood Care and Education

Funds of knowledge: Theorizing practices in households, communities and classrooms. ... Meaningful differences in the everyday experience of young American children. ... Rethinking readiness in early childhood education.

Author: Christopher P. Brown

Publisher: John Wiley & Sons

ISBN: 9781119148074

Category: Education

Page: 760

View: 191

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The essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young children, early childhood special education, teaching and learning literacy, and much more. This important resource: Presents a comprehensive synopsis of the major components of the field of early childhood care and education Contains contributions from leading scholars, researchers, and experts in the field Offers the foundational knowledge and practices for working with young children Puts the focus on how early childhood works and presents an understanding of culture as a foundational component of both child development and early childhood education Written for academic scholars, researchers, advocates, policymakers, and students of early childhood care and education, The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource to the major issues for dealing with childhood care and education with contributions from noted scholars in the field.
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Culture in Education and Education in Culture

Falchi, L., & Friedman, J. W. (2015). Rethinking the discourse of readiness in preschool. In J. M. Iorio & W. Parnell (Eds.), Rethinking readiness in early childhood education: Implications for policy and practice (pp. 109–122).

Author: Pernille Hviid

Publisher: Springer Nature

ISBN: 9783030284121

Category: Education

Page: 260

View: 390

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In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.
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Rethinking Readiness

Children rely on a range of systems that affect parents, households, and communities. ... This is vital to restoring normalcy to children affected by these disasters, while also providing much needed educational, early intervention, ...

Author: Jeffrey Schlegelmilch

Publisher: Columbia University Press

ISBN: 9780231548878

Category: Nature

Page:

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As human society continues to develop, we have increased the risk of large-scale disasters. From health care to infrastructure to national security, systems designed to keep us safe have also heightened the potential for catastrophe. The constant pressure of climate change, geopolitical conflict, and our tendency to ignore what is hard to grasp exacerbates potential dangers. How can we prepare for and prevent the twenty-first-century disasters on the horizon? Rethinking Readiness offers an expert introduction to human-made threats and vulnerabilities, with a focus on opportunities to reimagine how we approach disaster preparedness. Jeff Schlegelmilch identifies and explores the most critical threats facing the world today, detailing the dangers of pandemics, climate change, infrastructure collapse, cyberattacks, and nuclear conflict. Drawing on the latest research from leading experts, he provides an accessible overview of the causes and potential effects of these looming megadisasters. The book highlights the potential for building resilient, adaptable, and sustainable systems so that we can be better prepared to respond to and recover from future crises. Thoroughly grounded in scientific and policy expertise, Rethinking Readiness is an essential guide to this century’s biggest challenges in disaster management.
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Rethinking Readiness

Deeper Learning for College, Work, and Life Rafael Heller, Rebecca E. Wolfe, Adria Steinberg. opened in Boston in 2015 in partnership with the mayor's office, Charlestown High School, and Bunker Hill Community College.

Author: Rafael Heller

Publisher: Harvard Education Press

ISBN: 9781682530542

Category: Education

Page: 320

View: 441

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Rethinking Readiness offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation’s most well-respected education scholars, explores their implications for schools. Today’s students must cultivate the full range of intellectual, interpersonal, and intrapersonal capacities that have been grouped together under the banner of “deeper learning.” Rethinking Readiness focuses on how educators and policy makers should move forward to provide the educational experiences that students need to become truly well prepared for college, careers, and civic life, including changes in curriculum, teacher evaluation, and student assessment. As state leaders chart a new course for K–12 education in the Every Student Succeeds Act era, Rethinking Readiness offers a succinct and compelling vision for a new agenda for school reform so future generations can prosper in a rapidly changing world.
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Handbook of International Perspectives on Early Childhood Education

Government of Northwest Territories. (2013a). Right from the start: A framework for early childhood development in the Northwest Territories. ... Rethinking readiness in early childhood education: Implications for policy and practice.

Author: Jaipaul L. Roopnarine

Publisher: Routledge

ISBN: 9781317203612

Category: Education

Page: 440

View: 536

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The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education (ECE), child development, cultural and cross-cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US, and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies, and political science.
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Taming Childhood

Contracting Out Publicness: The Private Management of the Urban Public Realm and Its Implications. ... Rethinking Neoliberalism. Journal of ... Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice.

Author: Rob Creasy

Publisher: Springer

ISBN: 9783030118426

Category: Social Science

Page: 159

View: 315

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This book explores the links between recent reports of increasing levels of unhappiness and mental health problems amongst children and young people, and changes within childhood which restrict and reduce opportunities for children to develop and maintain resilience. Although in academic terms children may be viewed as beings, Creasy and Corby posit that there is much to suggest that for parents, practitioners and policy-makers, children are primarily seen as becomings. The book argues that viewing children as becomings, together with the idea that childhood is fraught with danger, contributes to practices and policies which can be seen as making childhood tame. This taming of childhood leads to an impoverished childhood that does not provide the space that children need to grow and develop. Furthermore, Taming Childhood? challenges the idea that young adults are 'snowflakes', unable to cope with everyday pressures. Students and scholars across a range of social science disciplines will find this book of interest.
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The Routledge International Handbook of Learning with Technology in Early Childhood

Laidlaw, L., O'Mara, J. and Wong, S. (2015) “Daddy, look at the video I made on my iPad”: Reconceptualizing 'Readiness' in the digital age. In: Iorio, J.M. and Parnell, W. (eds.) Rethinking readiness in Early Childhood Education: ...

Author: Natalia Kucirkova

Publisher: Routledge

ISBN: 9781351389853

Category: Education

Page: 416

View: 980

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The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
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Educating for Social Justice in Early Childhood

Her publications (with co-editor Will Parnell) include Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice (2015); Disrupting Early Childhood Education Research: Imagining New Possibilities (2016); ...

Author: Shirley A. Kessler

Publisher: Routledge

ISBN: 9781000651096

Category: Education

Page: 188

View: 742

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Bringing together scholarship and examples from practice, this book explores ways in which early childhood curriculum – including classroom practices and community contexts – can more actively engage with a range of social justice issues, democratic principles and anti-oppressive practices. Featuring a stellar list of expert contributors, the chapters in this volume present a cross-section of contemporary issues in childhood education. The text highlights the voices of children, teachers and families as they reflect on everyday experiences related to issues of social justice, inclusion and oppression, as well as ways young children and their teachers engage in activism. Chapters explore curriculum and programs that address justice issues, particularly educating for democracy, and culminate in a focus on the future, offering examples of resistance and visions of hope and possibility. Designed for practitioners, graduate students and researchers in early childhood, this book challenges readers to explore the ways in which early childhood education is – and can be – engaging with social justice and democratic practices.
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Global Perspectives on Human Capital in Early Childhood Education

Early Childhood Education in Aotearoa New Zealand: History, Pedagogy, and Liberation By Jenny Ritchie and Mere Skerrett ... Contested Identities By Prasanna Srinivasan Rethinking Readiness in Early Childhood Education: Implications for ...

Author: Theodora Lightfoot-Rueda

Publisher: Springer

ISBN: 9781137490865

Category: Social Science

Page: 240

View: 751

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Human capital theory, developing children as future workers, shapes thinking about early childhood education policy around the globe. International contributors problematize this thinking and offer alternatives.
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Perspectives from Young Children on the Margins

“Discrimination as a Contextualised Obstacle to the Preschool Teaching of Young Latino Children of Immigrants. ... In Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice, edited by J. M. Iorio, ...

Author: Jane Murray

Publisher: Routledge

ISBN: 9780429766046

Category: Education

Page: 174

View: 807

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In spite of our apparently connected global environment, people are becoming less connected. Digital communication leads to fewer face-to-face engagements, and many young children are separated from their parents for extended periods. The post-truth phenomenon has resulted in mistrust between policymakers and the people they serve, whilst increased immigration has led to some rich countries adopting a protectionist stance that transforms collaboration into separatism. At its 2014 meeting, the European Early Childhood Education Research Association’s Young Children’s Perspectives Special Interest Group considered how these issues were affecting young children, particularly the many thousands entering Europe at that time as refugees and migrants escaping conflict in their home countries. Many of those displaced young children found themselves situated on the margins of their new contexts. The feeling of being ‘othered’ can be existential for any young child experiencing liminality, yet a sense of belonging is important for young children’s well-being and development of identity: the feeling of belonging lies at the core of social inclusion. This book, the idea for which arose out of this meeting, is drawn from leading edge empirical studies, and reveals the diverse experiences of young children’s marginalisation. This book was originally published as a special issue of the European Early Childhood Education Research Journal.
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Early Childhood Studies

Consider the support provided across devolved nations for children following a less 'traditional' educational route and how provision and transitions in this age range are managed. ... Rethinking Readiness in Early Childhood Education.

Author: Damien Fitzgerald

Publisher: SAGE

ISBN: 9781526454263

Category: Education

Page: 464

View: 971

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Student-focused and designed to enhance critical thinking, this new core textbook is mapped to early childhood degrees with a focus on seeing children in the context of the word they live in. It sees the child as developing within the context of the family, community and broader social and cultural environment. The material comes alive with full colour features, clearly marked key terms and additional online resources.
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Revisiting Paulo Freire s Pedagogy of the Oppressed

In J. M. Iorio and W. Parnell (Eds) Rethinking Readiness in Early Childhood Education (pp. 1–18). New York: Palgrave Macmillan. Retrieved from: <https://doi.org/10.1057/9781137485120_1>. Charleton, J. I. (2000). Nothing About Us Without ...

Author: Michel Vandenbroeck

Publisher: Routledge

ISBN: 9781000177398

Category: Education

Page: 212

View: 976

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This reflection on Paulo Freire’s seminal volume, Pedagogy of the Oppressed, examines the lessons learnt from Freire and their place in contemporary pedagogical theory and practice. Freire’s work has inspired ground-breaking research which Vandenbroeck has collated, demonstrating the ongoing influence on early childhood educators. Vandenbroeck brings together an international cohort of early childhood experts to present cross-cultural perspectives on the impact of Freire’s research on education around the globe. This book covers discussions on: The background to and impact of Freire’s work Alternative approaches to supporting child development Pedagogical approaches in Portugal, South Africa, Japan, New Zealand and the United States Vandenbroeck concludes with a vision for theorising and implementing emancipatory practice in early childhood education in contexts of neoliberalism. An insightful resource for academics and students in the field of Early Childhood Education and Care, Revisiting Paulo Freire’s Pedagogy of the Oppressed is a benchmark of the progress made in the field over the last half a century.
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