The Australian Early Childhood Curriculum and a Cosmopolitan Imaginary

Millei, Zsuzsa; Jones, Alexandra

doi:10.1007/s13158-014-0100-2

Cited by 23 publications

(13 citation statements)

References 24 publications

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“…The 'global citizen' or 'cosmopolitan child' is usually interpreted as a future economic entrepreneur of a nation who pursues employment across geographical borders (Dunn, 2006;Millei & Jones, 2014). This child participates in internationally oriented education, is sensitive to cultural differences and is concerned with sustainability and social justice based on responsibility to the whole of humanity (Dunn, 2006).…”

mentioning

confidence: 99%

The Cultural Politics of ‘Childhood’ and ‘Nation’: Space, Mobility and a Global World

Millei

2014

Global Studies of Childhood

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mentioning

confidence: 99%

The Cultural Politics of ‘Childhood’ and ‘Nation’: Space, Mobility and a Global World

Millei

2014

Global Studies of Childhood

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“…The societal and political dimensions, as such, can impact and transform the professional profile within the society. This expansion of the roles to include how EC teachers are professionally understood and positioned in terms of quality outcomes for children and the nation, shifts from that of maternalism and child-minding to that of professional frameworks that are tied to reporting structures, training, pedagogy and outcomes for children (Millei & Jones, 2014). Paradoxically, despite the disempowering effect of earlier links to mothering and child-minding, care and concern should be considered as key traits for the early childhood professional (Dalli, Miller, & Urban, 2012).…”

Section: Professional Statusmentioning

confidence: 99%

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Chong¹,

Lu²

2019

AJTE

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Early childhood teachers face many challenges as they interact with children, their parents, fellow teachers and the early childhood community. The responsibility to meet the needs of a diverse group of people is critical to the teacher's development as a professional. This paper discusses the quantitative findings of a survey that examined the perceptions of the professional self of early childhood teachers. The population sample comprised of 88 early childhood teachers in a part-time undergraduate early childhood education programme with at least 2 years of teaching experience. Factor analysis was applied to identify and explore six factors of early childhood teachers' sense of professional self. The study found that participants rated themselves significantly lower in the latent variable of Professional Self with EC Communities and that the more experienced early childhood teachers rated themselves significantly higher.

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“…Notions of return on investment also prevail in the scienti c and policy literature on early childhood development ECD. Mounting knowledge about the impacts of early childhood environments and experiences on brain development and long-range cognitive outcomes has underwritten the development of policy arguments based on future potential and ultimate economic contribution [27]. By contrast, in the eld of child welfare, the available evidence on policy impact at the population level is comparatively thin, so discourse focuses on extrapolating moral arguments from individual cases to broader child welfare policies.…”

Section: Potentialmentioning

confidence: 99%

The moral foundations of child health and social policies: A critical interpretive synthesis

Denburg

Giacomini

Ungar

et al. 2019

Preprint

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Background: Allusions to the uniqueness and value of childhood abound in academic, lay, and policy discourse. However, little clarity exists on the values that should guide child health and social policymaking. We review extant academic literature on the normative dimensions of child health and social policy to provide foundations for the development of child-focused public policies. Methods: We conducted a critical interpretive synthesis of academic literature on the normative dimensions of child health and social policy-making. We employed a social constructivist lens to interpret emergent themes. Political theory on the social construction of target populations served as a bridge between sociologies of childhood and public policy analysis. Results: Our database searches returned 14,658 unique articles; full text review yielded 72 relevant articles. Purposive sampling of relevant literature complemented our electronic searches, adding 51 original articles, for a total of 123 articles. Our analysis of the literature reveals three central themes: potential, rights, and risk. These themes retain relevance in diverse policy domains. A core set of foundational concepts also cuts across disciplines: well-being, participation, and best interests of the child inform debate on the moral and legal dimensions of a gamut of child social policies. Finally, a meta-theme of embedding encompasses the pervasive issue of a child’s place, in the family and in society, at the heart of much social theory and applied analysis on children and childhood. Conclusions: Foundational understanding of the moral language and dominant policy frames applied to children can enrich analyses of social policies for children in a range of sociopolitical contexts. Our proposed schema of values, and allied exploration of their points of consonance and tension, is an important step in efforts to gauge social policy prescriptions not only by measures of outcome but also by evidence of their alignment with social values.

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The Australian Early Childhood Curriculum and a Cosmopolitan Imaginary

Cited by 23 publications

References 24 publications

The Cultural Politics of ‘Childhood’ and ‘Nation’: Space, Mobility and a Global World

The Cultural Politics of ‘Childhood’ and ‘Nation’: Space, Mobility and a Global World

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

The moral foundations of child health and social policies: A critical interpretive synthesis

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