Preschool or Prep School? Rethinking the Role of Early Years Education
Preschool or Prep School? Rethinking the Role of Early Years Education
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DOI：
10.2304/ciec.2014.15.2.185
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发表时间：
2014-06-01
影响因子：
1.2
通讯作者：
Ang, Lynn
中科院分区：
文献类型：
--
作者：
Ang, Lynn
世界各国政府继续努力解决与学前服务应如何提供、何种类型的服务最合适以及出于何种目的有关的问题。这些问题在快速发展的早期教育领域尤其重要，例如英国和世界许多地方，早期教育已成为一个高度政治化的话题。本文认为，鉴于目前强调“入学准备”和正规化的儿童学习在英格兰和国际上，紧张局势仍然对早期教育的作用，它需要什么-作为一个纽带，丰富儿童的生活和学习经验，或只是准备儿童上学。在Genishi重新思考早期教育的主导价值观并尊重包容性和多样性的重要性的基础上，讨论探讨了围绕评估，教学法和课程的辩论，以支持儿童的学习，以及这些如何深深嵌入更广泛的社会价值观。这篇文章呼吁重新思考早期教育的作用--社会所做的价值观、选择和判断，这些决定了儿童的学习和他们学习的环境。
Governments around the world continue to grapple with issues relating to how preschool services should be delivered, what type of provision is most appropriate, and for what purpose. These issues are particularly pertinent in a fast evolving early years sector such as the United Kingdom and many parts of the world where early years education has become a highly political topic. This article argues that given current emphasis on 'school readiness' and the formalisation of children's learning in England and internationally, tensions remain about the role of early years education and what it entails - as a nexus for enriching children's lives and learning experiences, or simply preparing children for schooling. Building on Genishi's work on rethinking dominant values of early years education and respecting the importance of inclusion and diversity, the discussion explores debates around assessment, pedagogy and the curriculum in supporting children's learning and how these are deeply embedded in wider societal values. The article calls for a rethinking of the role of early years education - the values, choices, and judgements that societies make which inform children's learning and the contexts in which they learn.