by Naomi McLeod
This book offers students rich local cultural examples of early childhood education from around the world. Informed by first-hand research and practice, this book provides authentic snapshots of early childhood education from a range of countries from both the Global North and South, including Afghanistan, Australia, Ghana, Nigeria, Brazil, Eswatini, Mongolia. Nepal, Sami children of Finland, and Syrian refugee children, enabling readers to better understand the wider determinants that influence the multiplicity and diversity of children's daily experiences of early childhood education. This book provokes and challenges the reader to deconstruct personal views and assumptions and embrace openness and respect for new understandings of other rich early educational heritages and practices. Part 1 provides insights into the different historical, colonial, political and socio-cultural heritage from a range of Majority world countries, showing how they impact on ECE. Part 2 offers pedagogical case studies from a selection of the countries in Part 1 that offer insights into children's daily experiences of early childhood education. The case studies are informed by working respectfully with people from each country. With expert contributors drawn from across the world, this book is essential reading for those interested in global perspectives on children's early learning. Dr Naomi McLeod is a Senior Lecturer in Early Childhood Education and deputy lead for the CERES Research Informed Pedagogies Group at Liverpool John Moores University, UK Dr Emem E.Okon works developing professional development programmes for educational practitioners in Nigeria. Diane Garrson is a dual heritage Scouse Jamaican, anti racist, educator, leader and community mentor. Dr Diane Boyd is a Senior Lecturer inEarly Childhood Educationat Liverpool John Moores University, UK and is an active member of the Department of Education post COP 26 working group. Dr Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University, UK.
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Date of Publication: 12/11/2022