ERIC Number: EJ1082440
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 40
Can We Have an International Approach to Child-Centred Early Childhood Practice?
Georgeson, Jan; Campbell-Barr, Verity; Bakosi, Éva; Nemes, Magdolna; Pálfi, Sándor; Sorzio, Paolo
Early Child Development and Care, v185 n11-12 p1862-1879 2015
Increasing interest in the provision of early childhood education and care services as a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be shared understanding of the term between countries with different histories of early childhood provision. Case studies of England, Hungary and Italy consider focus group and questionnaire responses from staff and students on early childhood courses, together with curriculum guidance, to examine "child-centredness" in the context of the cultural-historical background to early childhood provision in the three countries. Findings suggest that the term "child-centred" has rich pedagogical associations that can be easily subsumed into different value systems prizing, for example, individuality, child development or democracy. In the light of these findings, we consider the implications of the use of the term "child-centred".
Descriptors: Early Childhood Education, Educational Practices, Global Approach, Student Centered Curriculum, Case Studies, Focus Groups, Questionnaires, Cultural Background, Educational History, Comparative Analysis, Curriculum Research, Teacher Surveys, Teacher Attitudes, Student Attitudes, Student Surveys, College Programs, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Hungary; Italy; United Kingdom (England)