Early Childhood Education: History, Philosophy and
                    Experience

Nutbrown, Cathy; Clough, Peter

doi:10.4135/9781446288863

Cited by 42 publications

(27 citation statements)

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“…We have written earlier on the place of narrative and fictional devices to illuminate issues of childhood and learning from a historical perspective (Nutbrown and Clough, 2013;Selbie and Clough, 2005). Others too have used the arts as a means of data collection, and though they tend not to claim these devices as arts-based research per se (see, for example, Chesworth, 2016Chesworth, , 2018Deguara, 2018), they nonetheless offer more inclusive ways of 'voicing' young children's experiences with a cautious approach to adult-imposed analysis that risks disregarding or distorting those very voices.…”

Section: What Is Arts-based Research In Early Childhood Enquiry?mentioning

confidence: 99%

Exploring the place of arts-based approaches in early childhood education research

Clough

Nutbrown

2019

Journal of Early Childhood Research

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Defined broadly as the use of art forms -music, drama, music, painting, storying and so on -to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations. Research and the art of 'the possible'Our purpose in framing this Special Issue is to draw attention to some of the uses of arts-based methods that are being made in the context of young children's lives. While arts-based educational research (ABER) enjoys growing popularity -particularly in the United States -it is less strong in relation to arts-based early childhood research. Our recent trawl across a wide range of publications in 2017-2018 revealed only a smattering of studies which attached both descriptors ABER and Early Childhood Education and Care (ECEC). 1 It was for this reason -in an attempt to flush out the interest we believed was there! -that we proposed a Special Issue of Journal of Early Childhood Research (JECR). The response generated, in addition to the papers featured here, takes accounts of some otherwise wonderful and innovative children's art, dance, drama, music and storying projects in settings, of using and promoting the arts with young children, many of which will see publication in the JECR in due course, but few used the arts as a methodological approach essential to their research methodologies. And while some used the arts -poetry, drawings, model making -as a means of generating data then used by researchers to promote (for example) children's talk, few attached the descriptor Arts-Based Research. What this tells us about the use of ABER methods in the early childhood sector -or indeed about the readership and potential authorship of the journal -warrants further

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Section: What Is Arts-based Research In Early Childhood Enquiry?mentioning

confidence: 99%

Exploring the place of arts-based approaches in early childhood education research

Clough

Nutbrown

2019

Journal of Early Childhood Research

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“…E -Follow-up of educational supervision : (10) members of the study Confirmed that the system of educational supervision adopted in both the city and the rural area is somewhat similar, where the specifications are determined according to the academic qualification and experience and specialization for those who wish to work within the team of educational supervision and this team carries out specific visits throughout the school year to help The teacher helps to improve and improve performance and provide appropriate feedback. The supervisor also helps the teacher to overcome errors and provide them with updates in early childhood science and holds specialized training courses enriched and therapeutic [52][53].…”

Section: Discussionmentioning

confidence: 99%

Evaluation study of government kindergartens between the city and the rural area

Mustafa¹,

Díaz

2017

IJBAS

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Aim: To find out the reality of Jordanian experience in governmental kindergartens between the city and the rural area. Method: The study based on descriptive evaluative method. This was done through a survey on some kindergarten teachers in public schools in the three cities. The researcher followed the qualitative method through in-depth interviews on the study sample. Results:The results of the present study showed that there are statistically significant differences due to the variable of school location in all areas of the tool as a whole. The results also showed significant statistical differences in the field of teachers, and kindergarten curricula of children. Twelve members of the study confirmed that the Jordanian experience in the evaluation of kindergartens in public schools has been considered a pioneering and useful experience for the educational learning process for several reasons.

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“…In particular, western philosophers" beliefs and attitudes have permeated early childhood pedagogy historically and internationally, though they have not been confined to western cultures (Ng"asike, 2014;Nutbrown and Clough, 2014). Rousseau (1762), Pestalozzi (1801 and Froebel (1826) have been especially important -though by no means the onlyphilosophical influences on early childhood pedagogy around the world.…”

Section: The Past and Present Of Early Childhood Pedagogymentioning

confidence: 99%

Early childhood pedagogies: spaces for young children to flourish

Murray

2015

Early Child Development and Care

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This paper introduces the Special Issue of Early Child Development and Care focused on EarlyChildhood Pedagogy. It opens by considering past and present discourses concerning early childhood pedagogy and focus is given to established philosophical underpinnings in the field and their translation to contemporary guidance, alongside research and policy. It is argued that early childhood pedagogy is a contested, complex and diverse space yet these factors are entirely appropriate for supporting young children to flourish as valued individuals in different contexts. Building on this argument, it is posited that it may be more appropriate to discuss early childhood pedagogies rather than early childhood pedagogy. The paper goes on to critique a range of established early childhood pedagogies, before introducing eighteen papers from across the World that make exciting new contributions to the discourse. It is intended that this collection will inspire new debates and fresh endeavours concerning early childhood pedagogies.

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Early Childhood Education: History, Philosophy and Experience

Cited by 42 publications

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Exploring the place of arts-based approaches in early childhood education research

Exploring the place of arts-based approaches in early childhood education research

Evaluation study of government kindergartens between the city and the rural area

Early childhood pedagogies: spaces for young children to flourish

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