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Towards a transformative pedagogy fo...

Shaik, Naseema.

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Towards a transformative pedagogy for early childhood care and education = possibilities and priorities in South Africa /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Towards a transformative pedagogy for early childhood care and education/ edited by Naseema Shaik, Trevor Moodley.
Reminder of title:	possibilities and priorities in South Africa /
other author:	Shaik, Naseema.
Published:	Cham :Springer Nature Switzerland : : 2024.,
Description:	xxi, 149 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1. The need for a transformative pedagogy for early childhood care and education in South Africa (Shaik) -- Chapter 2. Exploring teachers' understandings of democratic pedagogies in early childhood education (Shaik and Moodley) -- Chapter 3. Early childhood care and education teachers' understandings of culture and cultural diversity: A case study in Polokwane, South Africa (Lebopa et al) -- Chapter 4. Enactments of care in early childhood education: Towards inclusion and transformation (Martin and Martin) -- Chapter 5. Children's decision making in early childhood education (Shaik) -- Chapter 6. Mentees voices: Disablers and Enablers for mentorship in early childhood teacher education (Ebrahim et al) -- Chapter 7. Priortising transformation through involving parents in early childhood education centres: A critical theory perspective (Aloka and Charimba) -- Chapter 8. Reimagining Music and music making in early learning spaces (As and Vreden)
Contained By:	Springer Nature eBook
Subject:	Early childhood education. -
Online resource:	https://doi.org/10.1007/978-3-031-59648-3
ISBN:	9783031596483

Towards a transformative pedagogy for early childhood care and education = possibilities and priorities in South Africa /
Towards a transformative pedagogy for early childhood care and educationpossibilities and priorities in South Africa /[electronic resource] :edited by Naseema Shaik, Trevor Moodley. - Cham :Springer Nature Switzerland :2024. - xxi, 149 p. :ill. (some col.), digital ;24 cm. - International perspectives on early childhood education and development,v. 432468-8754 ;. - International perspectives on early childhood education and development ;v. 43..

Chapter 1. The need for a transformative pedagogy for early childhood care and education in South Africa (Shaik) -- Chapter 2. Exploring teachers' understandings of democratic pedagogies in early childhood education (Shaik and Moodley) -- Chapter 3. Early childhood care and education teachers' understandings of culture and cultural diversity: A case study in Polokwane, South Africa (Lebopa et al) -- Chapter 4. Enactments of care in early childhood education: Towards inclusion and transformation (Martin and Martin) -- Chapter 5. Children's decision making in early childhood education (Shaik) -- Chapter 6. Mentees voices: Disablers and Enablers for mentorship in early childhood teacher education (Ebrahim et al) -- Chapter 7. Priortising transformation through involving parents in early childhood education centres: A critical theory perspective (Aloka and Charimba) -- Chapter 8. Reimagining Music and music making in early learning spaces (As and Vreden)

This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.

ISBN: 9783031596483

Standard No.: 10.1007/978-3-031-59648-3doiSubjects--Topical Terms:

518817
Early childhood education.

LC Class. No.: LB1139.23

Dewey Class. No.: 372.21

Towards a transformative pedagogy for early childhood care and education = possibilities and priorities in South Africa /
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505 0 $a Chapter 1. The need for a transformative pedagogy for early childhood care and education in South Africa (Shaik) -- Chapter 2. Exploring teachers' understandings of democratic pedagogies in early childhood education (Shaik and Moodley) -- Chapter 3. Early childhood care and education teachers' understandings of culture and cultural diversity: A case study in Polokwane, South Africa (Lebopa et al) -- Chapter 4. Enactments of care in early childhood education: Towards inclusion and transformation (Martin and Martin) -- Chapter 5. Children's decision making in early childhood education (Shaik) -- Chapter 6. Mentees voices: Disablers and Enablers for mentorship in early childhood teacher education (Ebrahim et al) -- Chapter 7. Priortising transformation through involving parents in early childhood education centres: A critical theory perspective (Aloka and Charimba) -- Chapter 8. Reimagining Music and music making in early learning spaces (As and Vreden)
520 $a This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
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