By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.
Part 4: Cultures of Professional Development
[Page 152]In this final section, we have five chapters all related to the professional development of teachers and other early years practitioners. Schools and settings vary significantly, both nationally and internationally, in the provision of professional development experiences for staff but we know this to be a crucial element in ensuring the highest quality practitioners and, hence, learning and teaching opportunities for children (Thompson and Thompson, 2008). It is you as a person and a professional – your own cultural background, beliefs about ECEC, knowledge, skills, capabilities and insights – who will significantly affect young children's learning through your own developed pedagogies. As we learn more about our roles and the children whose learning we stimulate, ...