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.

The Power of Graphicacy for the Young Child

The power of graphicacy for the young child


This chapter explores graphicacy in early childhood, acknowledging the centrality of the child's perspective that enables them to explore a complex interplay of meanings in ways that are powerful and personally relevant. This perspective rests on a view of the child as a ‘co-constructor of knowledge, culture and identity’, assuming ‘that children are knowers of their worlds and that, therefore, their perspectives and understandings can provide valuable insights’ (Janzen, 2008: 291–2) – a poststructural view. It recognizes all children as capable and intelligent, providing an image of the child that changes in a ‘pedagogy of listening’ (Dahlberg et al., 2007: 102), and that teachers have the potential to make a ...

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