Advertisement

Introduction

  • Federico FariniEmail author
  • Angela Scollan
Chapter
First Online:
  • 247 Downloads
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 25)

Abstract

This edited volume offers a unique investigation on Early Childhood on a truly global dimension, focusing on how Early Childhood Education and Care policies, practices and discourse is framed in different national contexts such as Kenya, Mexico, Kazakhstan, Japan, Brazil and China, but also England, Wales, Italy, Finland, Ireland, United States, Australia and New Zealand.

This is a preview of subscription content, log in to check access.

References

  1. Alderson, P. (2006). Young children’s rights ‘exploring beliefs, principles and practice. London: Jessica Kingsley Publishers.Google Scholar
  2. Alderson, P. (2010). Younger children’s individual participation in all matters affecting the child. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation: Perspectives from theory and practice (pp. 88–96). London: Routledge.Google Scholar
  3. Alderson, P., & Morrow, V. (2011). The ethics of research with children and young people: A practical handbook. London: Sage Publications.CrossRefGoogle Scholar
  4. Archard, D. (1993). Children: Rights and childhood. London: Taylor and Francis.Google Scholar
  5. Arendt, H. (1993). The crisis of education. In Between past and future: Eight exercises in political thought. New York: Penguin Books.Google Scholar
  6. Baraldi, C. (2014). Children’s participation in communication systems: A theoretical perspective to shape research. Soul of Society: A Focus on the Lives of Children and Youth, 18, 18: 63–92.Google Scholar
  7. Baraldi, C. (2015). Promotion of migrant children’s epistemic status and authority in early school life. International Journal of Early Childhood, 47(1), 5–25.CrossRefGoogle Scholar
  8. Baraldi, C., & Cockburn, T. (2018). Theorising childhood. Citizenship, rights and participation. London: Palgrave Macmillan.Google Scholar
  9. Blanchet-Cohen, N., & Rainbow, B. (2006). Partnership between children and adults? The experience of the international children’s conference on the environment. Childhood, 13(1), 113–126.CrossRefGoogle Scholar
  10. Bohm, D. (2013). On Dialogue. Abingdon. Oxon: Routledge.Google Scholar
  11. Britzman, D. (2007). Teacher education as uneven development: Toward a psychology of uncertainty. International Journal of Leadership in Education, 10(1), 1–12.CrossRefGoogle Scholar
  12. Burr, R. (2004). Children’s rights; International policy and lived practice. M.J Kehily An introduction to childhood studies). Maidenhead: Open University Press. (145–159).Google Scholar
  13. Cregan, K., & Cuthbert, D. (2014). Global childhoods. London: Sage.Google Scholar
  14. Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.CrossRefGoogle Scholar
  15. Elfer, P. (2005). Key persons in the nursery: Building relationships for quality provision. London: David Fulton Publishers.Google Scholar
  16. Farson, R. E. (1974). Birthrights, a bill of rights for children. New York: Macmillan.Google Scholar
  17. Fortin, J. (2003). Children’s rights and the developing law. Cambridge: Cambridge University Press.Google Scholar
  18. Freeman, M. (1983). The rights and wrongs of children. London: Francis Pinter.Google Scholar
  19. Freeman, M. (2011). Human rights: An interdisciplinary approach. Cambridge: Polity Press.Google Scholar
  20. Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behaviour, 26, 331–362.CrossRefGoogle Scholar
  21. Georgeson, J., & Payler, J. (2013). International perspectives on early childhood education and care. Maidenhead: Open University Press.Google Scholar
  22. Gordon, T. (1974). Teacher effectiveness training. New York: Wyden Books.Google Scholar
  23. Handley, G. (2005). Children’s rights to participation. In T. Waller (Ed.),. 2005 Early childhood: A multidisciplinary approach. London: Paul Chapman.Google Scholar
  24. Holdsworth, R. (2004). Taking young people seriously means giving them serious things to do. In J. Mason & T. Fattore (Eds.), Children taken seriously. In theory, policy and practice (pp. 139–150). London: Jessica Kingsley Publishers.Google Scholar
  25. Holland, S., & O’Neill, S. (2006). We had to be there to make sure it was what we wanted. Enabling children’s participation in family decision-making through the family group conference. Childhood, 13(1), 91–111.CrossRefGoogle Scholar
  26. Holt, J. (1974). Escape from childhood. New York: Holt Associates.Google Scholar
  27. James, W. (1983). Talks to teachers in psychology and to students on some of life’s ideals. Cambridge: Harvard University Press.Google Scholar
  28. James, A. (2009). Agency. In J. Qvortrup, G. Valentine, W. Corsaro, & M. S. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 34–45). Basingstoke: Palgrave.Google Scholar
  29. James, A., & James, A. L. (2004). Constructing childhood. Theory, policy and social practice. Basingstoke: Palgrave.Google Scholar
  30. James, A., & James, A. (2008). Key concepts in childhood studies. London: Sage.Google Scholar
  31. James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Oxford: Polity Press.Google Scholar
  32. Jones, P., & Walker, G. (Eds.). (2011). Children’s rights in practice. London: Sage.Google Scholar
  33. Kroll, L. R., & Meier, D. R. (2015). Educational change in international early childhood contexts: Crossing borders of reflection. New York: Routledge.Google Scholar
  34. Lansdown, G. (2010). The realisation of children’s participation rights: Critical reflections. In B. Percy-Smith & N. Thomas (Eds.), A handbook of Children’s and young people’s participation. Perspectives from theory and practice (pp. 11–23). London: Routledge.Google Scholar
  35. Lawy, R., & Biesta, G. (2006). Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies, 54(1), 34–50.CrossRefGoogle Scholar
  36. Leonard, M. (2016). The sociology of children, childhood and generation. London: Sage.Google Scholar
  37. Luhmann, N. (1995). Social systems. Stanford: Stanford University Press.Google Scholar
  38. Luckman, T., & Berger, L. (1991). The social construction of reality: A treatise in the sociology of knowledge. New York: Penguin Social Sciences.Google Scholar
  39. Lundy, L., & Cook-Sather, A. (2016). Children’s rights and student voice. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The sage handbook of curriculum, pedagogy and assessment. London: Sage.Google Scholar
  40. Matthews, H. (2003). Children and regeneration: Setting and agenda for community participation and integration. Children & Society, 17, 264–276.CrossRefGoogle Scholar
  41. Monk, D. (2004). Problematising home education: Challenging ‘parental rights’ and ‘socialisation’. Legal Studies, 24, 568–598.CrossRefGoogle Scholar
  42. Montgomery, H. (2007). Working with child prostitutes in Thailand. Childhood, 14(4), 415–430.CrossRefGoogle Scholar
  43. Moss, P. (2015). There are alternatives! Contestation and hope in early childhood education. Global Studies of Childhood, 5(3), 226–238.CrossRefGoogle Scholar
  44. Murray, C., & Hallett, C. (2000). Young people’s participation in decisions affecting their welfare. Childhood, 7(1), 11–25.CrossRefGoogle Scholar
  45. Osler, O., & Starkey, H. (2006). Education for democratic citizenship: A review of research, policy and practice during 1995–2005. Research Papers in Education, 21(4), 433–466.CrossRefGoogle Scholar
  46. Papatheodorou, T., & Moyles, J. R. (2012). Cross-cultural perspectives on early childhood. Los Angeles: Sage.CrossRefGoogle Scholar
  47. Prout, A. (2003). Participation, policy and the changing conditions of childhood. In C. Hallett & A. Prout (Eds.), Hearing the voices of children. Social policy for a new century (pp. 11–25). London: RoutledgeFalmer.Google Scholar
  48. Robson, S. (2006). Developing thinking and understanding in young children: An introduction for students. London: Routledge.Google Scholar
  49. Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 13–54). New York: Academic.CrossRefGoogle Scholar
  50. Schön, D. A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Google Scholar
  51. Sinclair, R. (2004). Participation in practice: Making it meaningful, effective and sustainable. Children & Society, 18, 106–118.CrossRefGoogle Scholar
  52. Trawick-Smith, J. (2014). Early childhood development: A multicultural perspective. Harlow: Pearson.Google Scholar
  53. UNCRC. (1989). The United Nations on the rights of the child. Geneva: United Nations. Available at: http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx. Last Accessed on 23.4.2018.
  54. UNICEF (2015). Convention on the rights of the child. Available at https://www.unicef.org/crc/index_30160.html. Last accessed 23/04/2018.
  55. Vanderstraeten, R. (2004). The social differentiation of the educational system. Sociology, 38(2), 255–272.CrossRefGoogle Scholar
  56. Vanderbroeck, M., & Buverne-de Bie, M. (2006). Children’s agency and educational norms. A tensed negotiation. Childhood, 13(1), 127–143.CrossRefGoogle Scholar
  57. Walsh, S. (2011). Exploring classroom discourse. Language in action. London: Routledge.CrossRefGoogle Scholar
  58. Wyness, M. G. (2012a). Children’s participation and intergenerational dialogue: Bringing adults back into the analysis. Childhood, 120(4), 429–442.CrossRefGoogle Scholar
  59. Wyness, M. G. (2012b). Childhood and society: An introduction to the sociology of childhood. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Faculty of Health and SocietyUniversity of NorthamptonNorthamptonUK
  2. 2.School of Health and EducationMiddlesex UniversityLondonUK

Personalised recommendations

Cite chapter

Buy options