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.

Young Children's Perceptions of Their Classroom Environment: Perspectives from England and India

Young children's perceptions of their classroom environment: Perspectives from England and India
MallikaKanyal and LindaCooper


This chapter explores the use of different participatory methods to enable us to understand children's perceptions of their school experience. It is based on a study carried out with 12 5–6-year-old children from a primary school in south-east England and 15 5–6-year-old children from a school in northern India. The chapter's aims are twofold: first, to discuss the use of qualitative participatory methods – children's drawings, children's pair interviews and photographic/video evidence of different areas of the class/setting, taken/videoed by children themselves – as a means to understand children's perceptions of their classroom experience and, second, to interpret children's meaning ...

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