Contemporary perspectives on early childhood education by Nicola Yelland

By Nicola Yelland

This ebook considers and interrogates more than a few new and demanding matters in modern early formative years schooling. It discusses either primary and rising issues within the box, and offers them within the context of reflective and modern frameworks

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J. (2008) When Species Meet. Minneapolis: University of Minnesota Press. Hartley, P. (1999) Interpersonal Communication. London: Taylor & Francis. Hekman, S. (2008) Construction the ballast: an ontology for feminism. In S. Alaimo and S. Hekman (eds), Material Feminisms (pp. 85–119). Bloomington, IN: Indiana University Press. Hultman, K. (2009) Making matter matter as a constitutive force in children’s gendered subjectivities, Subjectivity (submitted). 32 CONTEMPORARY PERSPECTIVES ON EARLY CHILDHOOD EDUCATION Latour, B.

These universal laws stand above and transcend humans. This is why this ontology is called an ontology of transcendence (May, 2005). As an intentional and rational subject with a free will, the learner is responsible for her own learning and her/his ability to accept or comply with the help and support offered by the childcentred teacher. This is a teacher who is ultimately flexible in their own ability to be ‘response-able’ as well as ‘response-ready’ in relation to each individual child, the group and the surrounding world (Fendler, 2001).

Dahlberg (eds), Governing the Child in the New Millennium. London: RoutledgeFalmer. L. (2006) Developmentally Appropriate Practice: Curriculum and Development in Early Education, 3rd revised edition. Florence, KY: Delmar Learning. J. (2008) When Species Meet. Minneapolis: University of Minnesota Press. Hartley, P. (1999) Interpersonal Communication. London: Taylor & Francis. Hekman, S. (2008) Construction the ballast: an ontology for feminism. In S. Alaimo and S. Hekman (eds), Material Feminisms (pp.

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