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024 7 _a10.1007/978-3-031-59648-3
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072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
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_2thema
245 1 0 _aTowards a Transformative Pedagogy for Early Childhood Care and Education
_h[electronic resource] :
_bPossibilities and Priorities in South Africa /
_cedited by Naseema Shaik, Trevor Moodley.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXXI, 149 p. 2 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8754 ;
_v43
505 0 _aChapter 1. The need for a transformative pedagogy for early childhood care and education in South Africa (Shaik) -- Chapter 2. Exploring teachers’ understandings of democratic pedagogies in early childhood education (Shaik and Moodley) -- Chapter 3. Early childhood care and education teachers’ understandings of culture and cultural diversity: A case study in Polokwane, South Africa (Lebopa et al) -- Chapter 4. Enactments of care in early childhood education: Towards inclusion and transformation (Martin and Martin) -- Chapter 5. Children’s decision making in early childhood education (Shaik) -- Chapter 6. Mentees voices: Disablers and Enablers for mentorship in early childhood teacher education (Ebrahim et al) -- Chapter 7. Priortising transformation through involving parents in early childhood education centres: A critical theory perspective (Aloka and Charimba) -- Chapter 8. Reimagining Music and music making in early learning spaces (As and Vreden).
520 _aThis book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
650 0 _aEarly childhood education.
_958404
650 0 _aTeaching.
_959247
650 0 _aInclusive education.
_959665
650 0 _aSocial work education.
650 0 _aEducational technology.
_957244
650 0 _aSchool Psychology.
_969820
650 1 4 _aEarly Childhood Education.
_958404
650 2 4 _aPedagogy.
_968979
650 2 4 _aInclusive Education.
_959665
650 2 4 _aSocial Education.
_980418
650 2 4 _aDigital Education and Educational Technology.
_968557
650 2 4 _aSchool Psychology.
_969820
700 1 _aShaik, Naseema.
_eeditor.
_0(orcid)0000-0002-7195-9038
_1https://orcid.org/0000-0002-7195-9038
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_980419
700 1 _aMoodley, Trevor.
_eeditor.
_0(orcid)0000-0001-5212-8469
_1https://orcid.org/0000-0001-5212-8469
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_980420
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031596476
776 0 8 _iPrinted edition:
_z9783031596490
776 0 8 _iPrinted edition:
_z9783031596506
830 0 _aInternational Perspectives on Early Childhood Education and Development,
_x2468-8754 ;
_v43
_977531
856 4 0 _uhttps://doi.org/10.1007/978-3-031-59648-3
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