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Maria Sophie Schäfers; Claas Wegner – Global Education Review, 2024
Over the past decades, the demand for scientific research to link theory and practice so that innovative solutions can be developed through research has steadily increased (Klees & Tillmann, 2015; Sandoval & Bell, 2004). In this context, the design-based research (DBR) approach was developed, which examines the research object and the…
Descriptors: Foreign Countries, Scientific Research, Theory Practice Relationship, Innovation
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Cooper, Maria; Siu, Carrey Tik-Sze; McMullen, Mary Benson; Rockel, Jean; Powell, Sacha – Global Education Review, 2022
Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies…
Descriptors: Cultural Differences, Caring, Infants, Toddlers
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May, Helen – Global Education Review, 2022
Miss Isabel Little was a Scottish infant teacher who immigrated to New Zealand in 1912. She was described as a "Froebel trained Scot from Edinburgh" and known around Wellington education circles for her "modern methods". In contrast to known Froebelian pioneers, Miss Little's historical footprint is light but the few glimpses…
Descriptors: Educational History, Early Childhood Education, Strategic Planning, Foreign Countries
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MacLure, Maggie; MacRae, Christina – Global Education Review, 2022
The paper brings Froebel's philosophy into conversation with that of Deleuze. We focus on "the fold" and "on self-activity" as key concepts that hold a special place in the monist philosophies of both thinkers. One point at which their (very different) ontologies coincide is their conceptualization of a cosmos in which…
Descriptors: Early Childhood Education, Educational Philosophy, Child Development, Educational Environment
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Castner, Daniel; Maron-Puntarelli, Cecilia – Global Education Review, 2022
For early childhood educators, few individuals have more historical significance than Friedrich Froebel. Froebelian approaches traveled across the Atlantic and inspired early childhood educators in the United States during the progressive era. Although early childhood professionals in the United States still celebrate the inventor of kindergarten,…
Descriptors: Early Childhood Education, Early Childhood Teachers, Educational History, Educational Theories
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Watts, Tansy – Global Education Review, 2022
A contemporary concern about children's loss of contact with the natural world accompanies an ongoing urbanization and their reduced independent mobility. Children are becoming increasingly reliant on adults in accessing outdoor play and this is giving rise to more such experiences being shared. This research has explored the contemporary…
Descriptors: Teaching Methods, Educational Philosophy, Ethnography, Activism
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McNair, Lynn J.; Blaisdell, Caralyn; Davis, John M.; Addison, Luke J. – Global Education Review, 2022
This paper reports on findings from a small pilot study undertaken with early years practitioners in Scotland. The Scottish Government is currently implementing its key election promise of almost doubling the entitlement to publicly funded early learning and childcare (ELC) for all three and four-year old and eligible two-year old children. A key…
Descriptors: Educational Philosophy, Foreign Countries, Preschool Teachers, Child Care
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Sillanpää, Taina; Visuri, Fredrika; Ruokonen, Inkeri – Global Education Review, 2022
Historically, Finnish early childhood education has been largely based on Friedrich Froebel's pedagogy. However, Froebelian pedagogy is no longer as well known in Finland as it once was. We at the Kindergarten Museum in Helsinki wanted to increase awareness of the Froebelian tradition. Together with artist Alexander Reichstein, we came up with the…
Descriptors: Foreign Countries, Learning Processes, Play, Instructional Design
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Edward, Geraldina; Ndijuye, Laurent Gabriel; Shukia, Richard – Global Education Review, 2022
This study explored the role of parental involvements in children's acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through…
Descriptors: Prereading Experience, Reading Skills, Parent Participation, African Languages
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Josephidou, Joanne; Kemp, Nicola – Global Education Review, 2022
The holistic relationship between children and nature is at the heart of Froebel's philosophy and practice: he took for granted that young children would grow up "in" and "with" nature. This paper explores the contemporary relevance of this thinking to babies and toddlers in early childhood education and care (ECEC) settings.…
Descriptors: Foreign Countries, Infants, Toddlers, Early Childhood Education
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Johansson, Jan-Erik – Global Education Review, 2022
How can we use Friedrich Froebel's play theory in order to analyze ECEC, Early Childhood Education and Care? Wolfgang Klafki builds his theory of categorical "Bildung" on Froebel's play theory, which presupposes the interaction between child, adult and content, as in the didactic triangle. Froebel's play theory was lost in the hands of…
Descriptors: Early Childhood Education, Child Care, Video Technology, Child Development
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Cameron, Kristen; Boyles, Deron – Global Education Review, 2022
Contemporary Froebelian-inspired early childhood education in the United States is challenged by government regulation and accreditation requirements that have arisen alongside neoliberalism in education. Using Critical Policy Analysis and case study examples from a preschool in Atlanta, Georgia, this paper examines the influence of neoliberalism…
Descriptors: Standards, Educational Quality, Neoliberalism, Teaching Methods
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Flemig, Sophie; McNair, Lynn – Global Education Review, 2022
In this article, we engage with a question that has occupied the professional, policy, and popular discourse on education and socialization: are a child's development potential and outcomes contingent on innate abilities ("nature") or environment ("nurture") (Plomin, DeFries, & Fulker, 1988; Stiles, 2011; Tabery, 2014;…
Descriptors: Nature Nurture Controversy, Child Development, Environmental Influences, Educational Change
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Howe, Sally – Global Education Review, 2022
The purpose of this theoretical paper is to examine the links between the philosophical underpinnings of Froebelian pedagogy (where pedagogy is understood as the basis on which early childhood practices are developed) and the pedagogy of a recent movement in environmental education for young children; the Common Worlds Research Collective. Current…
Descriptors: Teaching Methods, Educational Philosophy, Early Childhood Education, Environmental Education
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Håberg, Liv Ingrid Aske – Global Education Review, 2022
In the Scandinavian tradition, "how" children learn is of much greater importance than "what" children. However, this study seeks primarily to investigate "what to learn" as opposed to "how to learn." The matter of what topics are most valued is under-researched, particularly in regard to kindergarten…
Descriptors: Kindergarten, Oral Language, Phonological Awareness, Preschool Teachers
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