Philosophy and Pedagogy of Early Childhood

Dados Bibliográficos

ID8856992
AutoresSandy Farquhar (University of Auckland, autor correspondente), E Jayne White (0000-0002-1467-8125, University of Waikato)
Ano2013
Volume46
Fascículo8
Páginas821-832
Data de publicação2013-05-13
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEducational Philosophy and Theory (JOURNAL)
Identificadores do periódicoISSN: 0013-1857 • E-ISSN: 1469-5812
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2013.783964
OpenAlexW1966328420
IdiomaEN
Citações recebidas9
Referências citadas34

In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought scholarship on a range of philosophical perspectives about early childhood education, particularly those related to issues of pedagogy. In this article, we develop an argument for philosophically informed pedagogy to balance some of the psychological and empirical approaches that dominate the field. Based on the provocations of the seven articles that comprise this issue, we argue for greater attention to subjective and even mysterious approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or an intervention

Argument (complex analysis · Developmental psychology · Early childhood · Early childhood education · Epistemology · Field (mathematics · Higher education · Linguistics · Narrative · Objectivism · Pedagogy · Philosophy of education · Political science · Scholarship · Sociology · Child and Animal Learning Development · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychology