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dc.contributor.authorTraisnel, Margaux
dc.contributor.authorCampbell-Barr, Verity
dc.contributor.authorBakosi, É
dc.contributor.authorNemes, M
dc.contributor.authorPálfi, S
dc.contributor.authorSorzio, P
dc.date.accessioned2018-08-13T10:00:25Z
dc.date.available2018-08-13T10:00:25Z
dc.date.issued2015-04-30
dc.identifier.issn0300-4430
dc.identifier.issn1476-8275
dc.identifier.urihttp://hdl.handle.net/10026.1/12017
dc.descriptiondoi: 10.1080/03004430.2015.1028388
dc.description.abstract

Increasing interest in the provision of early childhood education and care services as a social investment strategy has been accompanied by worldwide concerns to identify appropriate pedagogical practices for working with young children. Here, we trace the developing interest in child-centred approaches, before considering whether there can be shared understanding of the term between countries with different histories of early childhood provision. Case studies of England, Hungary and Italy consider focus group and questionnaire responses from staff and students on early childhood courses, together with curriculum guidance, to examine ‘child-centredness’ in the context of the cultural-historical background to early childhood provision in the three countries. Findings suggest that the term ‘child-centred’ has rich pedagogical associations that can be easily subsumed into different value systems prizing, for example, individuality, child development or democracy. In the light of these findings, we consider the implications of the use of the term ‘child-centred’.

dc.format.extent1-18
dc.languageen
dc.language.isoen
dc.publisherRoutledge
dc.subjectchild-centred
dc.subjectpedagogy
dc.subjectchild development
dc.subjectcomparative
dc.subjectcurriculum
dc.titleCan we have an international approach to child-centred early childhood practice?
dc.typejournal-article
dc.typeJOUR
plymouth.author-urlhttp://dx.doi.org/10.1080/03004430.2015.1028388
plymouth.issue11-12
plymouth.volume185
plymouth.publication-statusPublished
plymouth.journalEarly Child Development and Care
dc.identifier.doi10.1080/03004430.2015.1028388
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Admin Group - REF
plymouth.organisational-group/Plymouth/Admin Group - REF/REF Admin Group - FoAH
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.identifier.eissn1476-8275
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/03004430.2015.1028388
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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