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.
Chapter 5: Constructing an Inclusive Culture in Kindergartens
Constructing an Inclusive Culture in Kindergartens
The Norwegian kindergarten culture is recognised as child-centred and open-minded. Among pedagogues there is a fear of developing in a too ‘schoolish’ direction, since schools are looked at as more traditional and rigid. In this child-centred perspective, one could believe that handling multiculturalism would be without problem and viewed as an extra resource. It is often commented that small children are ‘colour blind’ (meaning without racism). If this is true, how strong is their resistance in a society where the tendency to present the world through dichotomies is overwhelming? It seems difficult to state a position without, at the same time, viewing that of others. Even if integration is the nationally approved ...