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The contributors and editors of this volume begin from the assumption that the changes wrought by globalization compel us to reflect upon the status of the child and childhood at the end of the 20th century. Their essays consider what techniques and technologies are used to govern the child, what role the family plays, what is global and what is culturally specific in the changes, and how the subject is constructed and construed.
Children's spaces are widening â?? culturally and socially. Socially, childrenâ??s spaces are more often multilocal. Culturally, they are enlarged through mobility in the globalized and virtual spaces in the media-saturated world. Children's times are also less confined by strict borderlines. The more flexible and individualized use of time in the world of work impacts on children's lives in families, day care, and school. The chapters of this volume each present particular temporal and spatial aspects of social change in childhood. The book is directed toward considering the impact of such change on children's welfare. As former boundaries between generations begin to blur and neo-liberal forces enter all realms of people's lives, it can no longer be taken for granted â?? as it was in former periods of modernity â?? that continued efforts to realize the childhood project will automatically guarantee the "best interest of the child." With respect to children's welfare in time and space, Flexible Childhood? discusses tensions between demands from the market economy, dynamics of rationalization and technology, and visions of a "good" childhood. Together with the above companion volume â?? Childhood, Generational Order and the Welfare State, also by the University Press of Southern Denmark â?? this book is the final result of COST Action A19, Children's Welfare, which has been supported by the European COST Framework.
... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.
More young children than ever before are spending their time in some form of early childhood service. But how do we know what they think about it? While there has been a move to take children's views into account more generally very little attention has been given to listening to young children below the age of six or seven. This book is the first of its kind to focus on listening to young children, both from an international perspective and through combining theory, practice and reflection. With contributions and examples from researchers and practitioners in six countries it examines critically how listening to young children in early childhood services is understood and practiced. Each chapter is rooted in the everyday lives of young children and presents a range of actual experiences for students and practitioners to draw from. Beyond listening goes further to address key questions emerging from early childhood services and research: What do we mean by listening? Why listen? How do we listen to young children? What view of the child do different approaches to listening presume? What risks does listening entail for young children? have themselves developed innovative methods such as the Mosaic Approach, which is discussed in the book.
Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries
Neoliberal logics of government shaping childhood today produce market-based frameworks for understanding childhood risks. In this timely work, Nadesan argues that these frameworks encourage affluent parents to pursue individualized technologies of the self to reduce risks posed to their children's future success. In contrast, neoliberal market frameworks regard lower-income children as “risky,” and therefore deploy targeted disciplines aimed at reducing economic and biopolitical risks to the nation. “Risks” posed by poor children abroad derive from, and legitimize, a new U.S. security discourse that governs primarily through strategic containment and normalization, yet doesn't hesitate to employ repression. The current global economic crisis points to the limits and paradoxes of the neoliberal logics governing populations, presenting future “risks” for twenty-first century childhood.
Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

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