L Prochner
Biographic Data
| ID | 4100 |
|---|---|
| NAME | L Prochner |
| GIVEN NAMES | L |
| FAMILY NAME | Prochner |
| SIGNATURE | PROCHNER L |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-0045-3785 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Education reforms for inclusion? Interrogating policy-practice disjunctions in early childhood education in Bulgaria
This article examines how early childhood educators, as policy implementers, perceive reforms in Bulgaria’s education system that occurred between 2008 and 2018. Both Roma and non-Roma educators participated in this project that compares perceptions of Bulgarian teachers in public schools and Roma educators in informal educational settings operated by NGOs and religious institutions. Applying intersectionality as a framework, the study draws from…
Otherness in Pedagogical Theory and Practice: The Case of Roma
This paper addresses the topic of the inclusion of Roma children in education in Europe through an examination of theory and practice in relation to the issues of Otherness and foreignness. Roma children entering school encounter a vastly different world from their home culture, with different expectations for teaching and learning, for relationships among learners, and with teachers. We address the question of whether the knowledge of these cont…
Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality
Discussions about what constitutes a quality early childhood (EC) environment rarely focus on visual or spatial aspects, except to provide background information for talking about EC practice and children's development in the preschool years. There is a need to look beyond the usual quality indicators, which tend to focus on poverty and children's developmental potential so that context and cultural dimensions are often omitted in the discussion.…
Their little wooden bricks: A history of the material culture of kindergarten in the United States
This article explores the material culture of kindergarten in the United States in relation to the production and consumption of materials and kindergarten theory and pedagogy. The focus is on Friedrich Froebel's building gifts as they were manufactured and sold by the Milton Bradley Company from 1869 to 1939. A review of trade catalogues over the 70-year period found that the gifts were available along with larger blocks and materials supporting…
The blessings of civilisation”: Nineteenth‐century missionary infant schools for young native children in three colonial settings – India, Canada and New Zealand 1820s–1840s
In the context of missionary endeavours of the early nineteenth century there were considerable similarities in the religious and education blueprints for providing the “blessings of civilisation” to the young native “heathen” child in various parts of the British Empire. The three case studies presented illustrate a relatively undocumented aspect of missionary work concerning the adaptation of new European ideas for schooling very young children…
Cry and you cry alone: Timeout in early childhood settings
This article explores isolation in early childhood education settings in the context of historical and current theories of punishment. The authors conclude that although isolation was reinterpreted in the 20th century in relation to changing theories of learning, teaching and child development, its earlier meanings have endured
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
Preschool and Playway in India
There is a global trend towards formal approaches to preschool education. This article explores the tension between formal and non-formal approaches in the context of India, through a discussion of the preschool programme of the Government of India's Integrated Child Development Services that targets disadvantaged children, and private nursery schools that operate on a commercial basis. Although a non-formal approach is endorsed by experts as bes…
Quality of care in historical perspective
Cultural Diversity and Canadian Education
The blessings of civilisation”: Nineteenth‐century missionary infant schools for young native children in three colonial settings – India, Canada and New Zealand 1820s–1840s
In the context of missionary endeavours of the early nineteenth century there were considerable similarities in the religious and education blueprints for providing the “blessings of civilisation” to the young native “heathen” child in various parts of the British Empire. The three case studies presented illustrate a relatively undocumented aspect of missionary work concerning the adaptation of new European ideas for schooling very young children…
Their little wooden bricks: A history of the material culture of kindergarten in the United States
This article explores the material culture of kindergarten in the United States in relation to the production and consumption of materials and kindergarten theory and pedagogy. The focus is on Friedrich Froebel's building gifts as they were manufactured and sold by the Milton Bradley Company from 1869 to 1939. A review of trade catalogues over the 70-year period found that the gifts were available along with larger blocks and materials supporting…
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
Cultural Diversity and Canadian Education
Quality of care in historical perspective
Preschool and Playway in India
There is a global trend towards formal approaches to preschool education. This article explores the tension between formal and non-formal approaches in the context of India, through a discussion of the preschool programme of the Government of India's Integrated Child Development Services that targets disadvantaged children, and private nursery schools that operate on a commercial basis. Although a non-formal approach is endorsed by experts as bes…
Contrasting Visions of Early Childhood Education: Examples from Rural and Urban Settings in Zimbabwe and India
This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC…
Cry and you cry alone: Timeout in early childhood settings
This article explores isolation in early childhood education settings in the context of historical and current theories of punishment. The authors conclude that although isolation was reinterpreted in the 20th century in relation to changing theories of learning, teaching and child development, its earlier meanings have endured
The blessings of civilisation”: Nineteenth‐century missionary infant schools for young native children in three colonial settings – India, Canada and New Zealand 1820s–1840s
In the context of missionary endeavours of the early nineteenth century there were considerable similarities in the religious and education blueprints for providing the “blessings of civilisation” to the young native “heathen” child in various parts of the British Empire. The three case studies presented illustrate a relatively undocumented aspect of missionary work concerning the adaptation of new European ideas for schooling very young children…
Their little wooden bricks: A history of the material culture of kindergarten in the United States
This article explores the material culture of kindergarten in the United States in relation to the production and consumption of materials and kindergarten theory and pedagogy. The focus is on Friedrich Froebel's building gifts as they were manufactured and sold by the Milton Bradley Company from 1869 to 1939. A review of trade catalogues over the 70-year period found that the gifts were available along with larger blocks and materials supporting…
Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality
Discussions about what constitutes a quality early childhood (EC) environment rarely focus on visual or spatial aspects, except to provide background information for talking about EC practice and children's development in the preschool years. There is a need to look beyond the usual quality indicators, which tend to focus on poverty and children's developmental potential so that context and cultural dimensions are often omitted in the discussion.…
Otherness in Pedagogical Theory and Practice: The Case of Roma
This paper addresses the topic of the inclusion of Roma children in education in Europe through an examination of theory and practice in relation to the issues of Otherness and foreignness. Roma children entering school encounter a vastly different world from their home culture, with different expectations for teaching and learning, for relationships among learners, and with teachers. We address the question of whether the knowledge of these cont…
Education reforms for inclusion? Interrogating policy-practice disjunctions in early childhood education in Bulgaria
This article examines how early childhood educators, as policy implementers, perceive reforms in Bulgaria’s education system that occurred between 2008 and 2018. Both Roma and non-Roma educators participated in this project that compares perceptions of Bulgarian teachers in public schools and Roma educators in informal educational settings operated by NGOs and religious institutions. Applying intersectionality as a framework, the study draws from…
Sociology (9 works) · Psychology (8 works) · Political science (6 works) · Developmental psychology (5 works) · Pedagogy (5 works) · Early childhood education (4 works) · Epistemology (4 works) · Religious Education and Schools (4 works) · Anthropology (3 works) · Children's Rights and Participation (3 works)