Interaction or interruption? Five child-centered philosophical perspectives

Interaction or interruption? Five child-centered philosophical perspectives

THIS STUDY INVESTIGATED EARLY childhood educators' beliefs regarding whether and when they should interact with children. Interviews were conducted with five educators chosen for their alignment with five distinct philosophical approaches representing a range of contemporary early childhood edu...

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Veröffentlicht in:Australasian Journal of Early Childhood 2012, Vol.37 (4), p.29
Hauptverfasser: Widger, Susan, Schofield, Anne
Format: Report
Sprache:eng
Schlagworte:
Analysis
Early childhood education
Teacher-student relationships
Teaching
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Zusammenfassung:THIS STUDY INVESTIGATED EARLY childhood educators' beliefs regarding whether and when they should interact with children. Interviews were conducted with five educators chosen for their alignment with five distinct philosophical approaches representing a range of contemporary early childhood education services in New Zealand. A qualitative approach was used to elicit their individual stories to delve into the complexities of child-centred interactions.
ISSN:1836-9391