Leseprobe
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Towards a Transformative Pedagogy for Early Childhood Care and Education
Trevor Moodley (Hrsg.), Naseema Shaik (Hrsg.)
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Geisteswissenschaften, Kunst, Musik / Kindergarten- und Vorschulpädagogik
Beschreibung
This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa.
The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
Kundenbewertungen
Children’s right to play, Inclusive pedagogy, Early years teachers' perceptions of culture, Music in early childhood education, Poor literacy achievement in South Africa, Children’s rights, Children with disabilities in South Africa, Teacher professional development program, Rural early childhood education teachers’ perspectives, Children’s cultural and contextual realities, Early childhood education and care, Parent engagement in South Africa, Democratic citizenship, Digital learning with young children, Transformative pedagogy, Professional development in early childhood education, Pedagogical leadership, Children’s digital learning, Mothers as primary educators, Inclusive pedagogies in early childhood education