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© 2010

Child Perspectives and Children's Perspectives in Theory and Practice

Book

Table of contents

  1. Front Matter
    Pages i-xviii
  2. In Search of Child Perspectives and Children’s Perspectives in Childhood Sociology and Developmental Psychology

    1. Front Matter
      Pages 25-27
    2. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 1-23
    3. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 29-55
    4. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 69-82
  3. A Child Perspective to the Care for Children in Practice: A Humanistic and Interpretative Approach

    1. Front Matter
      Pages 83-85
    2. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 87-98
    3. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 99-117
    4. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 119-137
  4. In Search of Child Perspectives and Children’s Perspectives in Early Childhood Education

    1. Front Matter
      Pages 139-142
    2. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 143-149
    3. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 151-161
    4. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 163-176
    5. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 177-185
    6. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 187-196
  5. Child Perspectives and Children’s Perspectives in Theory and Practice: Summary, Discussion, and Conclusion

    1. Front Matter
      Pages 197-201
    2. Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide
      Pages 203-208
  6. Back Matter
    Pages 223-245

About this book

Introduction

Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions.

This book answers the fundamental question of what it is that constitutes a ‘child perspective’, and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children’s perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written.

Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called ‘new child paradigm’. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.

Keywords

GMAT Rights of the child UN convention child perspectives child studies child-care childhood sociology children's perspectives children's rights developmental psychology early childhood early childhood education educatio interpretative approach preschool education

Authors and affiliations

  1. 1.Dept. PsychologyUniversity of AarhusAarhusDenmark
  2. 2.Dept. EducationGöteborg UniversityGöteborgSweden
  3. 3.Fac. Social SciencesUniversity of OsloOsloNorway

Bibliographic information

  • Book Title Child Perspectives and Children's Perspectives in Theory and Practice
  • Authors Dion Sommer
    Ingrid Pramling Samuelsson
    Karsten Hundeide
  • Series Title International perspectives on early childhood education and development
  • Series Abbreviated Title Int.persp.early childhood
  • DOI https://doi.org/10.1007/978-90-481-3316-1
  • Copyright Information Springer Science+Business Media B.V. 2010
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law Social Sciences (R0)
  • Hardcover ISBN 978-90-481-3315-4
  • Softcover ISBN 978-94-007-3150-9
  • eBook ISBN 978-90-481-3316-1
  • Edition Number 1
  • Number of Pages XVII, 233
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Sociology of Family, Youth and Aging
    Early Childhood Education
  • Buy this book on publisher's site

Reviews

This book provides the reader with a rare example the application of academic wisdom to a problem of enormous complexity: how should we organize children's early education? The authors' approach is informed not only by a deep knowledge of developmental psychology, sociology, culture and history, but by deep involvement in educational practice as well. They advocate, and convincingly defend their advocacy of "developmental pedagogy" which "brings the act of learning together with the object of learning." This synthesis demands that one take as foundational the ways in which, and the conditions under which, children create meaning. It requires that pedagogues both take seriously children's perspectives and recognize that education is always a normative process, one saturated by un-cognized ideologies which are "like sand at a picnic - they get into everything."

All those who seek to understand the relationships between society, human development, and education will profit from this book. It provides a wonderful tool for thinking about how to organize children's experience in the historically evolving crises of our times so that our grandchildren's grand children may have a human world into which they may develop.

Michael Cole, University of California, San Diego, USA