Description
Book SynopsisIn recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy.
The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. This book was originally published as a special issue of Educational Philosophy and Theory.
Table of ContentsIntroduction: Philosophy and Pedagogy of Early Childhood 1. ‘These Happen To Be My Own’: The loss of childhood identity and the idea of a self 2. ‘How Early is Early?’ Or ‘How Late is Late?’: Thinking through some issues in early intervention 3. My Feelings: Power, politics and childhood subjectivities 4. Creating Space for Infants to Influence ECEC Practice: The encounter, écart, reversibility and ethical reflection 5. Sensory Pedagogy: Understanding and encountering children through the senses 6. ‘Are You ‘Avin a Laff?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education 7. The Theory of ‘Belonging’: Defining concepts used within Belonging, Being and Becoming – The Australian Early Years Learning Framework 8. Well-Being Narratives and Young Children 9. An encounter with ‘sayings’ of curriculum: Levinas and the formalisation of infants’ learning 10. {Le Théâtre de la Cruauté} or When Caring ‘Is’
