Going Global in Early Childhood Education

Bell, Douglas; Jean-Sigur, Raynice; Kim, Yanghee A.

doi:10.1080/00094056.2015.1018782

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…Maxine Greene (1995) notes that empathy demands the ability to imagine not having a certain human right. As Bell et al (2015) write, teachers must move beyond classroom activities and build a curriculum that allows young children to Early Childhood Educ J become active participants in their world as global citizens. By using service learning as a vehicle for focusing on human rights education in an experiential way, educators can work to foster empathy and promote global citizens demonstrating care (McLeod 2014).…”

Section: Human Rights and Early Childhood Educationmentioning

confidence: 99%

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Montgomery

Miller

Foss

et al. 2015

Early Childhood Educ J

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Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students' learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about respect and dignity for others. The present study explored an arts-based project in a kindergarten classroom about the Universal Declaration of Human Rights Article 26-The Right to Education. Over the course of several months, nineteen kindergarten students learned about educational inequities around the world and specifically about an under-resourced partner school in El Salvador. Children's literature about human rights became the catalyst for critical conversations, written responses, and drawings inspiring action. Students worked to address injustice by screen printing images they drew about their beliefs regarding a child's right to education on fabric banners to raise awareness about school inequity. These banners were then displayed in their school and in the partner school. Overall findings from students' discussions, writing, illustrations, and interviews indicated that the kindergartners were able to recognize their own rights and educational privilege. Through the project they demonstrated active citizenship centered on care and sought further connections with children at the partner school. In using arts-based service learning, educators involved in the study discovered how art can be used as a creative process and a teaching method to support young learners raising awareness about global inequities.

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Section: Human Rights and Early Childhood Educationmentioning

confidence: 99%

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Montgomery

Miller

Foss

et al. 2015

Early Childhood Educ J

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show abstract

“…Fourie and Kgalenga [17] further assert that teachers (caregivers) are responsible for preparing young children for further academic and social development. Consequently, any attempts at improving the quality of ECE must include teachers as active stakeholders considering the role teachers play in moulding children to become contributing members of the global community [16]. While the importance of a teacher in delivering quality ECE is not in doubt, it must be emphasized that, for teachers in ECE to be effective in this regard, they must possess both intellectual and behavioral characteristics that will enhance the quality of their interaction with children.…”

Section: Teachers As Important Stakeholders In Promotingmentioning

confidence: 99%

“…Similar to the above, very little is known about the recruitment processes for teachers by private school head teachers, the quality (intellectual, attitudinal, and behavioral) that they look out for in employing teachers, and the processes of evaluating the performance of teachers. is is also an important aspect of enhancing quality early childhood education, since teachers are important stakeholders and their knowledge, skills, and attitudes have lasting implications on the pupils under their care [16,17].…”

Section: Introductionmentioning

confidence: 99%

Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative Approach

Bamezor

Quaicoe

Forkuor

et al. 2021

Education Research International

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In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context-specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semistructured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills, and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education.

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“…Perspective consciousness unearths aspects of perspective that are concealed below the surface of these seemingly transparent characteristics. Our views can be blatantly or covertly biased, prejudicial and/or stereotypical (Bell et al, 2015). Consequently, the cultivation of perspective consciousness is an imperative in the charge of developing global-minded members of society who possess ways of being that resist prejudice, challenge stereotypes and embody empathy.…”

Section: Perspective Consciousnessmentioning

confidence: 99%

Planting the seeds of perspective consciousness: Creating resource sets to inspire compassionate global citizens

Baker

Shulsky

2020

IJDEGL

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What skills are needed to view the world beyond one’s immediate reality? A deep perspective consciousness is required to live and solve complex issues within a globalized context. Cultivating the seeds of perspective consciousness roots the growth of an open-minded, humanly connected, problem-solving citizen. Literature is positioned as a powerful catalyst for the expansion of perspective, acceptance of varied lived experiences and discovery of connections between ourselves and others far removed from our reality. Educators are placed in powerful roles in which they can, with great intentionality, sow a garden of books which meaningfully expands the perspectives of citizens. The book collections, recommendations and strategies presented in this article serve as seeding packets that deeply root perspective consciousness within all learners.

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Going Global in Early Childhood Education

Cited by 8 publications

References 4 publications

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative Approach

Planting the seeds of perspective consciousness: Creating resource sets to inspire compassionate global citizens

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