Search

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".

From consideration of children's rights in general and equal opportunities for disabled children in particular, it is important to consult children about barriers and supports to learning and participation. Finding appropriate and feasible ways, however, to incorporate this into educational programmes for younger children can present challenges. Here we report on what happened when teachers from reception classes in England for children aged 4-5 years implemented activities designed to access pupils' views about what helps or hinders at school. Teachers evaluated the feasibility and usefulness of the activities and, together with a small sample of children's responses, this showed that young children could indeed identify aspects of school life they like or dislike, laying the foundations for identifying barriers and supports to learning. Teachers' responses highlighted the importance of careful choice of activity to meet the needs of young children, particularly those with communication difficulties and/or low self-confidence, with staff in some cases adapting and merging activities to suit pupils' needs. Sensitive issues emerged concerning the introduction of consultation activities early in children's school careers. The implications of a compliant rather than collaborative approach by teachers are discussed in the context of children's right to have their views heard, and their developing understanding of difference.

An introduction to the journal is presented in which the editor discusses topics including the definitions of attitude and dispositions in early childhood education, various studies regarding attitudes as to sociology, philosophy and therapy/counselling and the early childhood and education care (ECEC) workforce.

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’. [ABSTRACT FROM PUBLISHER]

Copyright of European Early Childhood Education Research Journal is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)