Developmental Education for Young Children: Concept, Practice and Implementation PDF
Preview Developmental Education for Young Children: Concept, Practice and Implementation
Developmental Education for Young Children International Perspectives on Early Childhood Education and Development Volume 7 SeriesEditors ProfessorMarilynFleer,MonashUniversity,Australia ProfessorIngridPramling-Samuelsson,GothenburgUniversity,Sweden EditorialBoard ProfessorJoyCullen,MasseyUniversity,NewZealand ProfessorYukikoMastsukawa,Rak-RakUniversity,Japan ProfessorRebecaMej´ıaArauz,ITESO,Mexico ProfessorNirmalaRao,UniversityofHongKong,China ProfessorAnneB.Smith,FormallyfromtheChildren’sIssuesCentre,UniversityofOtago, NewZealand ProfessorColletteTayler,QueenslandUniversityofTechnology,Australia AssociateProfessorEvaJohansson,GothenburgUniversity,Sweden ProfessorLilianG.Katz,Ph.D.ProfessorEmeritaofEarlyChildhoodEducation,University ofIllinois,USA Earlychildhoodeducationinmanycountrieshasbeenbuiltuponastrongtraditionofamateriallyrich andactiveplay-basedpedagogyandenvironment.Yetwhathasbecomevisiblewithintheprofession,is essentiallyaWesternviewofchildhoodpreschooleducationandschooleducation. Itistimelythataseriesofbooksbepublishedwhichpresentabroaderviewofearlychildhoodeducation. Thisseries,seekstoprovideaninternationalperspectiveonearlychildhoodeducation.Inparticular,the bookspublishedinthisserieswill: (cid:129) Examinehowlearningisorganizedacrossarangeof cultures,particularlyIndigenouscommunities (cid:129) Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries,includingthemajoritypoorcountries (cid:129) Critiquehowparticularformsofknowledgeareconstructedincurriculumwithinandacrosscountries (cid:129) Explorepolicyimperativeswhichshapeandhaveshapedhowearlychildhoodeducationisenacted acrosscountries (cid:129) Examinehowearlychildhoodeducationisresearchedlocallyandglobally (cid:129) Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectivesfromthosethatdominatemanyWesternheritagecountries (cid:129) Critiqueassessmentpracticesandconsiderabroadersetofwaysofmeasuringchildren’slearning (cid:129) Examine concept formation from within the context of country-specific pedagogy and learning outcomes The series will cover theoretical works, evidence-based pedagogical research, and international researchstudies.Theserieswillalsocoverabroadrangeofcountries,includingpoormajoritycountries. Classical areas of interest, such as play, the images of childhood, and family studies will also be examined.Howeverthefocuswillbecriticalandinternational(notWestern-centric). Bert van Oers Editor Developmental Education for Young Children Concept, Practice and Implementation 123 Editor Dr.BertvanOers DepartmentofTheoryandResearch inEducation VUUniversity VanderBoechorststraat1 Amsterdam Netherlands ISBN978-94-007-4616-9 ISBN978-94-007-4617-6(eBook) DOI10.1007/978-94-007-4617-6 SpringerDordrechtHeidelbergNewYorkLondon LibraryofCongressControlNumber:2012940733 ©SpringerScience+BusinessMediaDordrecht2012 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped.Exemptedfromthislegalreservationarebriefexcerptsinconnection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’slocation,initscurrentversion,andpermissionforusemustalwaysbeobtainedfromSpringer. PermissionsforusemaybeobtainedthroughRightsLinkattheCopyrightClearanceCenter.Violations areliabletoprosecutionundertherespectiveCopyrightLaw. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. While the advice and information in this book are believed to be true and accurate at the date of publication,neithertheauthorsnortheeditorsnorthepublishercanacceptanylegalresponsibilityfor anyerrorsoromissionsthatmaybemade.Thepublishermakesnowarranty,expressorimplied,with respecttothematerialcontainedherein. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Preface Like many other countries all over the world, the Dutch government struggles to maintain high quality in Dutch schools. However, policy makers often do not shine in their educational imagination and seem to believe that direct instruction andnorm-referencedstandardisedmeasurementsoflearningoutcomeswillfinally providethesolutiontotheproblemofachievingacademicexcellenceinallpupils. Apparentlytheyseemtohopethatthiswillsubsequentlyguaranteeagoodposition intheinternationalcompetitionsoftheknowledgeeconomy. In the past decades,however,a numberof educatorshave been deeplyworried aboutthis exclusively economy-basedapproach to the education of the upcoming generation. Of course, they agreed that it is important that schools contribute to the formation of well-informed citizens, but they also saw that much more is required (at the level of loyalty to the community, fairness, personal sense, creativity,moralposition, democraticattitude, etc.) to face the future problemsof our world community and our planet. Schools also have duties in fostering what Hannah Arendthas called amor mundi. It is this critical “love for the world” that enablesfuturegenerationstolivetheirlivesasmorallyandintellectuallyresponsible citizens, and to see life – using Vygotskij’s words – as an essentially creative endeavour. In the Netherlands, a small community of educationalists addressed the prob- lem described above as an essentially pedagogical problem and as an issue of meaningful learning. From a Vygotskian perspective they developed both theory and examples of good practice for promoting cultural learning in play contexts withintheschool.Thisresultedinanapproachembodiedinanevolvingplay-based curriculum for the primary school. A large number of highly engaged teachers, teacher trainers, curriculum innovators, and academics succeeded in turning this idealintoaneffectiveinterdisciplinarycollaborationfortherealisationofinnovated classroompractices.Ourpresentationsofthisapproachanditsoutcomesforyoung children, both at international conferences and in journals, sparked much interest amongmanycolleagues,especiallywithrespecttohowweimplementthisapproach in the context of everyday classrooms. This interest led to the conception of this book Developmental Education for Young Children. We are grateful to the series v vi Preface editorMarilynFleerwhoencouragedustoembarkonthisambitiousenterprise.We hopethatthisbookcansatisfyforthemomenttheinterestthathasbeenexpressed intheapproach,eventhoughitremainsonethatisever-evolving. Composingandeditingabooklikethis,withthecollaborationofsomanyover- committed people, is no small thing. The engagementof everybody to contribute andmaketimeforthisprojectisinitselfasignofthedeeppersonalengagementof the membersof this interdisciplinarycommunity.For the fact that the bookcould finally be published I must thank all contributorsand especially two persons who have patiently and effectively supported me in the final stage of the project: Frea Janssen-Vosandthepublisher’sagentAstridNoordermeer. Amsterdam BertvanOers Acknowledgements Picturesinthebookweretakenby: AnnekeHoogenberg:4.7a,b;4.8a,b EstervanOers:4.6a,b HannekeVerkley:4.1.a–e;4.3,4.4,4.5a,b;4.9a,b LiekeRoof:9.1,9.2,9.3 Allphotographershavegiventheirwrittenpermissionforpublication. Allphotographedpersonshavegiventheirconsentforpublication. vii Contents 1 Introduction................................................................. 1 BertvanOers PartI DevelopmentalEducation:CoreIssues 2 DevelopmentalEducation:FoundationsofaPlay-BasedCurriculum 13 BertvanOers 3 ResponsibleTeaching ...................................................... 27 WillemWardekker 4 DevelopmentalEducationforYoungChildren:BasicDevelopment.. 41 FreaJanssen-VosandBeaPompert PartII GoodPracticesofDevelopmentalEducation 5 LearningtoCommunicateinYoungChildren’sClassrooms.......... 67 DoriandeHaan 6 AssessingVocabularyDevelopment ...................................... 87 RenataAdan-Dirks 7 DynamicAssessmentofNarrativeCompetence......................... 105 ChielvanderVeenandMarie¨llePoland 8 PromotingAbstractThinkinginYoungChildren’sPlay .............. 121 BertvanOersandMarie¨llePoland 9 TeachingArts:PromotingAestheticThinking.......................... 137 LiekeRoof 10 Every Child Is Special: Teaching Young Children withSpecialNeeds.......................................................... 149 BarbaraNellestijnandIsabelPeters ix
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