Composed of original Canadian content, this ground-breaking textbook features multiple voices from the field that, together, offer an extensive and balanced examination of the historical and philosophical influences of early childhood education and care. Broad in scope, this collection presents the various topics and approaches in the field before examining each in detail. Specific subjects include Indigenous ways of knowing, holistic education, and the influence of educational philosophers and theorists such as Rousseau and Dewey. The text also discusses contemporary issues such as children’s rights, diversity and inclusion, multimodality, technology, ecology, and Indigenous education in the context of the Truth and Reconciliation Commission.
Featuring essays that examine the field’s history and future, as well as chapter questions that inspire critical analysis, this unique textbook is a fundamental resource for all students, academics, practitioners, and policymakers in education and early childhood education and care.
includes guiding questions at the beginning of each chapter that support reader engagement
uniquely provides a broad overview of key approaches and issues in early childhood education and care
Preface: Drawing Together Common Threads in the History and Philosophy of the Early Year, by Susan Jagger
Chapter 1: Awāsisīwiwin: Early Childhood Education and Indigenous Ways of Knowing, by Angelina Weenie
Chapter 2: Spirituality of Play, by Patrick J. Lewis
Chapter 3: A Diffractive Analysis of Early Childhood Education in Canada through Jean Jacques Rousseau’s Émile, by Margaret MacDonald
Chapter 4: The Right to Education and the Child, by Peter Pericles Trifonas
Chapter 5: Holistic Education: Teaching and Learning, Planning and Reflecting with the Whole Child in Mind, by Lovisa Fung
Chapter 6: Experiencing Education in the Early Years, by Susan Jagger
Chapter 7: The Great Debate Applied to Developmentally Appropriate Practice (DAP): Moving Beyond Dichotomies in the Early Years, by Kristy Timmons
Chapter 8: Children’s Rights: Raising Awareness Amongst Professionals Working with and for Children, by Aurelia Di Santo and Bethany Robichaud
Chapter 9: Children in Society—Thinking Sociologically About Children and Childhood in a Canadian Context, by Noah Kenneally
Chapter 10: Thinking and Doing Otherwise: Reconceptualist Contributions to Early Childhood Education and Care, by Rachel Berman and Zuhra Abawi
Chapter 11: Reconfiguring Early Childhood Education: Common Worlding Pedagogies, by Veronica Pacini-Ketchabaw, Randa Khattar, and Meagan Montpetit
Chapter 12: Empathy and Rubber Sushi Are Not Enough: How Disability Can Help Us Get to Social Justice, by Kathryn Underwood
Chapter 13: Nurturing the Seeds of Indigenous Early Learning and Child Care in Canada, by Jessica Ball
Chapter 14: There Are Relationships Beyond the Classroom: A Nature Kindergarten, by Enid Elliot
Chapter 15: Young Children Using Digital Technology: The Case of Belle, by Laura Teichert
Susan Jagger is an Assistant Professor at Ryerson University in the School of Early Childhood Studies. She was the recipient of the Sue Williams Excellence in Teaching Award. Her research interests include environmental education, participatory research methods, and critical theory and poststructuralism.
“This book is a significant and necessary read that provides future educators with foundational values, beliefs, themes, and histories that inform pedagogical practices and policies in the Canadian context. It makes visible the discourses embedded in different educational theories and how they produce particular knowledges and practices. It will support students in critically reflecting on their own pedagogical understandings by directing them to examine the historical and present-day thinking that informs current early childhood education.”
—Kathleen Kummen, PhD, Chair, School of Education and Childhood Studies, Capilano University
“Far from being a dry look at history and philosophy, this book weaves together Indigenous and non-Indigenous, international and national, historical and contemporary, and traditional and reconceptualised influences on Canadian early childhood education to create a collection that contributes much to current understandings of the field. By looking forward as well as looking back, the chapters remind us of the ways in which past practices have influenced current endeavors. At the same time, they outline directions and identify challenges for future pathways in early childhood education.”
—Sue Dockett, PhD, Emeritus Professor, Early Childhood Education, Charles Sturt University
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