Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education

Education might be conceptualized as a swarm of signs. Deleuze, in Proust and Signs (1964/2000) suggests that “Everything that teaches us something emits signs” (p. 4). Such conceptualizations regard education as fluid, multiple and temporal; a young child can display great skill in decoding some signs but not others. Regarding education as temporal and complex operates at some distance to the sociocultural concepts suggested by Vygotsky (1978) which focus on linear sequences of gaining managed, culturally-loaded knowledge from more experienced others. Despite differing theorizations around apprenticeship, during early years education a child becomes sensitive to signs that collectively prioritize conventionalized knowledge acquisition and communication practices. Drawing for learning and communicating exemplifies apprenticeship as a creative process rather than as sequential or culturally driven, and serves to exemplify Deleuzian concepts around the relationships between time and learning, rather than age or development stage and learning.

Making sense of mass education

Making Sense of Mass Education provides a comprehensive analysis of the field of mass education. The book presents new assessment of traditional issues associated with education – class, race, gender, discrimination and equity –to dispel myths and assumptions about the classroom. It examines the complex relationship between the media, popular culture and schooling, and places the expectations surrounding the modern teacher within ethical, legal and historical contexts. The book blurs some of the disciplinary boundaries within the field of education, drawing upon sociology, cultural studies, history, philosophy, ethics and jurisprudence to provide stronger analyses. The book reframes the sociology of education as a complex mosaic of cultural practices, forces and innovations. Engaging and contemporary, it is an invaluable resource for teacher education students, and anyone interested in a better understanding of mass education.

What works and why? Early childhood professionals' perspectives on effective early childhood education and care services for Indigenous families

Investment in early childhood education and care (ECEC) programs is a cornerstone policy of the Australian Government directed toward increasing the educational opportunities and life chances made available to Australian Aboriginal and Torres Strait Islander (Indigenous) children. Yet, ECEC programs are not always effective in supporting sustained attendance of Indigenous families. A site-case analysis of Mount Isa, Queensland was conducted to identify program features that engage and support attendance of Indigenous families. This first study, reports the perspectives of early childhood professionals from across the entire range of group-based licensed (kindergarten and long day care) and non-licensed (playgroups, parent-child education) programs (n=19). Early childhood professionals reported that Indigenous families preferred non-licensed over licensed programs. Reasons suggested for this choice were that non-licensed services provided integration with family supports, were responsive to family circumstance and had a stronger focus on relationship building. Implications for policy and service provision are discussed.

Reconciliation and Early Childhood Education for Sustainability : Broadening the Environmental Paradigm

The uptake of sustainability initiatives in early childhood education curricula continues to gain momentum in Australia and internationally. Growing awareness about the fragility of natural environments in local and global contexts, along with prioritising sustainability in educational policy, has resulted in more broad-scale responses to sustainability in early years settings. To address issues of sustainability, many childcare centres and schools focus on environmental initiatives such as garden projects, recycling and water conservation. While important, such initiatives respond to just one dimension of sustainability. With expanding focus on sustainability initiatives in early childhood education, it is timely to consider why the environmental dimension receives the most attention and what this means for social, political and economic areas of concern.

Young Children and the Environment : Early Education for Sustainability [2nd Edition]

This book is a practical resource that illustrates the difference that early childhood educators can make by working with children, their families and the wider community to tackle one of the most important contemporary issues facing the world today: sustainable living. This second edition has been substantially revised and updated, with a new section exploring sustainability education in a variety of global contexts. Researched and written by authors recognised as leaders in their own countries, the chapters in this new section provide readers with international resources and perspectives to further their teaching about early childhood education for sustainability.

Making Sense of Mass Education, 2nd Edition

Making Sense of Mass Education provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular culture and schooling; and inspects the relevance of ethics and philosophy in the modern classroom. This new edition has been comprehensively updated to provide current information regarding literature, statistics and legal policies, and significantly expands on the previous edition's structure of derailing traditional myths about education as a point of discussion. It also features two new chapters on Big Data and Globalisation and what they mean for the Australian classroom. Written for students, practising teachers and academics alike, Making Sense of Mass Education summarises the current educational landscape in Australia and looks at fundamental issues in society as they relate to education.

Soviet history in hindsight : a comparative study of history textbooks in Russia, Ukraine and Estonia between 1980 and 2010

L’effondrement du communisme en 1991 en Russie a conduit à la révision des manuels scolaires d’histoire en Russie et dans les anciennes républiques de l’URSS. Ce travail propose d’évaluer l’histoire récente post-communiste enseignée dans les classes supérieures du secondaire dans trois pays post-communistes. Nous allons s’attarder sur la présentation des divers périodes historiques de l’histoire Soviétique dans les manuels scolaires d’histoire en Russie, Ukraine et Estonie. Ce travail tente également d’examiner les diverses approches dans l’enseignement d’histoire dans ces trois pays, ainsi que de répondre à la question comment les nouveaux manuels redéfinissent la perception de la culture et d’histoire des élèves dans chaque pays.

Historical Consciousness and Historical Media : A History Didactical Approach to Educational Media

This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

Human rights and the child

Includes bibliography

A construção da representação docente e a função do professor de educação infantil: elementos para reflexão

Pós-graduação em Educação Escolar - FCLAR

Cadê o brincar? da educação infantil para o ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Instituições de educação infantil: lugar onde filantropia e direitos se encontram?

Pós-graduação em Psicologia - FCLAS

Perfil materno e dos recém-nascidos nascidos vivos na primeira década do século XXI em município do interior paulista com ênfase na prematuridade

The concern with infant mortality has been a priority in public policies, especially for Brazil to achieve the Millennium Development Goal number four: reducing child mortality by 75% by the year 2015. It is known that prematurity has an intimate relationship with mortality of children under one year and therefore it is necessary an effective intervention in risk factors linked to premature births. To evaluate the profile of mothers and newborn babies living in Botucatu-SP, in the period 2001 to 2009, focusing on prematurity. A quantitative study, retrospective, descriptive, epidemiological, from the Information System Newborn Alive. The prevalence of preterm births was 15.1%, and low birth weight 14.7%. Among infants, the Apgar score below 7 at 1 and at 5 minutes was 13.1% and 2.4% respectively. Considering the total of pregnant women studied, 20.3% were adolescents and 10.3% were aged 35 years or more and most (63.2%) had eight or more years of school approval. The profile of mothers of premature infants shows that 23.6% were teenagers, 14.1% had at least 35 years and 60.4% had at least primary education. With regard to premature deliveries, caesarean sections and 58.4% were between the total newborns, this type of delivery was achieved in 46.6% of cases. Prematurity was associated with an Apgar score below seven in the first and fifth minutes of life, presence of malformation and multiple pregnancy. Among maternal variables, prematurity was associated with extremes of maternal age, maternal education, history of stillbirth, primiparas, white and presence of the mother's partner. With regard to delivery was associated with cesarean section and outside the hospital. This study assessed maternal characteristics associated with prematurity and point out how relevant the pregnancies at the extremes of age and those that occur in women with low education level, indicating the interference... (Complete abstract click electronic access below)

A Revista Criança fala aos professores: imagens de criança e a educação Pré-Escolar

Pós-graduação em Educação Escolar - FCLAR