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Addressing Complexities in Early Chi...

Shalima, Darya Dasha.

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Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate./
Author:	Shalima, Darya Dasha.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	252 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634996
ISBN:	9780355532722

Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
Shalima, Darya Dasha.

Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 252 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types of analysis aim to build a case for the practical utilization of the critical paradigm. The critical paradigm is understood as a driving force for early childhood pedagogy which empowers educators, policy-makers, and academic scholars to apply a practical change in the field while acknowledging and sustaining the young children's right to actively participate in matters related to their education and well-being. In this venue, the thesis provides (i) a thorough and productive analysis of the paradigmatic discussions presently available in the field of early childhood education; (ii) an argument for the practical application of the critical paradigm; (iii) an application of the paradigmatic debates to early childhood curricular and policy documents; (iv) and an empirical evidence from the field which has not been documented before and which gives insights to changes needed in policy directions and the preparation of pre-service early childhood educators.

ISBN: 9780355532722Subjects--Topical Terms:

518817
Early childhood education.

Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
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520 $a This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types of analysis aim to build a case for the practical utilization of the critical paradigm. The critical paradigm is understood as a driving force for early childhood pedagogy which empowers educators, policy-makers, and academic scholars to apply a practical change in the field while acknowledging and sustaining the young children's right to actively participate in matters related to their education and well-being. In this venue, the thesis provides (i) a thorough and productive analysis of the paradigmatic discussions presently available in the field of early childhood education; (ii) an argument for the practical application of the critical paradigm; (iii) an application of the paradigmatic debates to early childhood curricular and policy documents; (iv) and an empirical evidence from the field which has not been documented before and which gives insights to changes needed in policy directions and the preparation of pre-service early childhood educators.
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