Early Childhood Learning Communities: socio-cultural research in practice, - Essay Example

__________________________________________________________ READING SUMMARY Reference Fleer, Marilyn. (2006). “A Socio-cultural Perspective on Early Childhood Education: Rethinking, Reconceptualising and Reinventing.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Summary of the text with supporting quotes The first chapter of the celebrated book on early childhood education, Early Childhood Learning Communities: socio-cultural research in practice, deals with a socio-cultural perspective on early childhood education. The most essential concern of this chapter is to provide the need for rethinking, reconceptualising and reinventing in the socio-cultural perspective on early childhood education. In the opening section of the chapter, the author provides a clear explanation of the unique features of early childhood education. According to the author, the most essential feature that distinguishes early childhood education with other areas of education is that it focuses on child development. Professional knowledge in early childhood education, according to Fleer, is fundamental, especially to realize the ‘expected development’ of a child in this stage. In this introductory chapter of the work, Marilyn Fleer offers guidelines about gathering data on child development, the reification of the term ‘child development’, and mapping our own research questions. Significantly, in the first chapter, the author introduces a socio-cultural perspective of child development, which is the most important element of early childhood education. Referring to the views of John Dewey and Vygotky on child development, the author emphasises the social orientation to child development and learning. In the next section, the author provides evidences from cross-cultural research in order to explicate the universal views on child development. Accordingly, “child development in the context of early childhood education, as presently conceptualised and enacted in English-speaking countries, has become a taken-for-granted cultural practice based on ages and stages which has been normalised. (Fleer, 2006, p. 7). Essentially, this chapter highlights the role of culture in determining the principles for defining development and in framing the contexts in which the educators can support the development of the child. The chapter, then, proceeds from ‘child development’ to ‘cultural-historical development of children’. Thus, the author proposes a new term in place of ‘child development’ which represents a static view of children: “the term ‘cultural-historical development of children’ more closely captures the dynamic and complex nature of cultural belief systems… The cultural-historical development of children is a dynamic term supporting a new worldview for early childhood education.” (Fleer, 2006, p. 10). Main points Early childhood education – focus on child development. New foundations – a socio-cultural perspective of child development. Cross-cultural research – cultural practice and child development. From ‘child development’ to ‘cultural-historical development of children’ – a new worldview for early childhood education. Analysis/critique The author effectively highlights the unique feature of early childhood education, i.e. it focuses on child development. Another major issue discussed in the chapter is regarding the new foundations of early childhood education. The chapter provides a clear explanation of the relevance of a socio-cultural perspective of child development in the new context of early childhood education. Based on the evidences from cross-cultural research, the author argues that cultural practice and child development are closely connected. Ultimately, the chapter provides a new worldview for early childhood education which shifts its focus from ‘child development’ to ‘cultural-historical development of children’. READING SUMMARY Reference Kennedy, Anne. (2006). “Images of Children: ‘A Picture Tells a Thousand Words’.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Summary of the text with supporting quotes “Images of Children: ‘A Picture Tells a Thousand Words’” by Anne Kennedy helps the readers in researching the images of children and their families in the professional contexts of childhood learning. The most fundamental focus of the chapter is to provide a useful resource to design one’s investigations into historical, political social, cultural, creative, and contemporary images of children. The author also provides valuable research questions in this chapter which provide a rich source of data, especially in analysing the content in the book Early Childhood Learning Communities: socio-cultural research in practice. In the first section of the chapter, the author provides two important aspects in relation to the notion of images of children: 1. images of children make us feel emotions such as anger, sadness, joy, love, or humour, and these images can make one take actions based on them. 2. The values and beliefs considered as the internal images of children influence the responses of early childhood professionals. Significantly, the chapter also provides the contrasting images of children: the image of children as powerless and their image as rich in potential, strong and powerful. The author offers citations from Montessori, Dewey, Vygotsky, and Piaget, which present images of children “based on respect for children and childhood which carry within them principles for practice in early childhood education.” (Kennedy, 2006, p. 18). In the next section about researching images of children and childhood, Anne Kennedy offers valuable research questions such as art research, children’s literature research, television or film research, anthropological or sociological research, advocacy or children’s rights research, market research, etc. Then, the author provides a rethinking of our images of children and their families in relation to early childhood education. “Thinking seriously about the images of children portrayed in society, locally, nationally and globally is therefore an essential professional task for early childhood educators.” (Kennedy, 2006, p. 24). Main points Researching the images of children and their families – professional contexts of childhood learning. Two important aspects of the notion of images of children: 1. images of children make us feel emotions such as anger, sadness, joy, love, or humour, and these images can make one take actions based on them. 2. The values and beliefs considered as the internal images of children influence the responses of early childhood professionals. Contrasting images of children: as powerless and as rich in potential, strong and powerful. Research questions – art research, children’s literature research, television or film research, anthropological or sociological research, advocacy or children’s rights research, market research, etc. Rethinking of the images of children and their families in relation to early childhood education. Analysis/critique This is a crucial chapter in the book which provides valuable research questions such as art research, children’s literature research, television or film research, anthropological or sociological research, advocacy or children’s rights research, market research, etc. The author is able to explain two important aspects of the notion of images of children: 1. Images of children make us feel emotions such as anger, sadness, joy, love, or humour, and these images can make one take actions based on them. 2. The values and beliefs considered as the internal images of children influence the responses of early childhood professionals. She also effectively presents the contrasting images of children as powerless and as rich in potential, strong and powerful. Ultimately, the chapter emphasises the need for a rethinking of the images of children and their families in relation to early childhood education. READING SUMMARY Reference Kennedy, Anne and Surman, Lynne. (2006). “The Pedagogy of Relationships.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Summary of the text with supporting quotes “The Pedagogy of Relationships” by Anne Kennedy and Lynne Surman deals with an examination of the relationship within early childhood settings such as family, day care home, or junior primary classroom. The chapter also provides important research questions that focus on the nature of relationships within early childhood settings and how these relationships are sustained in professional life. Significantly, the authors deal with different types of relationship in this chapter which include power, agency, and professional relationships, pedagogy of relationships, relationships that transform, ethical relationships in early childhood education, participatory relationships in early childhood education. All through the chapter, the authors emphasise that relationships are integral to professional practices. The main focus of the discussion in the chapter is to help early childhood professionals to rethink relationships and their centrality to education. “One of our recent graduates reflecting on her first two weeks as a teacher wrote to us and her thoughts and examples reminded us of what is central to this chapter: that when we base our pedagogy on respectful relationships the daily experiences of the children and their families are transformed.” (Kennedy and Lynne, 2006, p. 55). It is important to realise that the authors highlight the pedagogy of relationships to describe the complex nature and role of relationships constructed in early childhood education. The web of interactions, negotiations and collaborations within social, cultural, and physical environments has a major influence on the learning and teaching in early childhood education. Main points Power, agency, and professional relationships. Pedagogy of relationships. Relationships that transform Ethical relationships in early childhood education. Participatory relationships in early childhood education. Rethink relationships and their centrality to education. Analysis/critique The most essential point of the authors in this chapter is to emphasise the need for the professionals in the early childhood education to rethink relationships and their centrality to education. It is also important to realise that the chapter deals with different types of relationship in this chapter which include power, agency, and professional relationships, pedagogy of relationships, relationships that transform, ethical relationships in early childhood education, participatory relationships in early childhood education. These are essential relationships in connection with early childhood education. READING SUMMARY Reference Kennedy, Anne. (2006). “Continuity in Early Education: Building Socio-cultural Connections.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Summary of the text with supporting quotes The chapter “Continuity in Early Education: Building Socio-cultural Connections” deals with the significance of the notion of continuity in early childhood education. The author emphasises continuity of care and education as a crucial matter in early childhood education, in the context of pluralistic society as Australia. One of the essential features of the discussions in the chapter is that it focuses on time and continuity from a child’s perspective. In the chapter, the author deals with the arenas for continuity, continuity of care and education, pedagogical continuity, partnership models to support continuity, rethinking partnership model, cultural nature of human development, continuity and time, etc. Using the socio-cultural theories, the author proposes to rethink the ideas of continuity in early childhood education. “If we consider histories, contexts, and multiple perspectives when we are planning for continuity of care and education, then we are less likely to make presumptions, judge others unfairly and ignore cultural traditions.” (Kennedy, Anne, 2006, p. 92). Significantly, the author maintains that the socio-cultural theories are essential in a rethinking the partnership model. Main points The arenas for continuity. Continuity of care and education. Pedagogical continuity. Partnership models to support continuity. Rethinking partnership model. Cultural nature of human development. Continuity and time. Analysis/critique This chapter is significant for the emphasis on the notion of continuity in early childhood education. The various discussions on the arenas for continuity, continuity of care and education, pedagogical continuity, partnership models to support continuity, rethinking partnership model, cultural nature of human development, continuity and time, etc are crucial in an understanding of the early childhood education. References Fleer, Marilyn. (2006). “A Socio-cultural Perspective on Early Childhood Education: Rethinking, Reconceptualising and Reinventing.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Kennedy, Anne. (2006). “Continuity in Early Education: Building Socio-cultural Connections.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Kennedy, Anne. (2006). “Images of Children: ‘A Picture Tells a Thousand Words’.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Kennedy, Anne and Surman, Lynne. (2006). “The Pedagogy of Relationships.” Early Childhood Learning Communities: socio-cultural research in practice. Marilyn Fleer. (Ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Read More