Local Childhoods in Global Times

Anette Hellman and Susanne Garvis

Description

This book presents different perspectives of childhood. With contributors from across the globe there are examples of local childhoods from different national contexts including America, Australia, Finland, Hong-Kong, Indonesia, Japan, Norway and Sweden. 

Each chapter presents a different focus on early childhood showing the diversity and complexity across multiple countries. Issues emerge around multi-language development, nationalism and multiculturalism. Across the chapters, concepts around cultural theories of every-day life also show the ways in which practices of and in relation to children function to produce childhood as an artefact, fiction and instrument.

It helps readers to develop an understanding of how changing perspectives on children and childhood and identity are expressed among children, families and educators in and outside educational environments. It brings together active researchers in the field of global childhoods to sustain and develop our community of research and scholarship, promoting internationalization through global childhoods as a way of cultural diversity and acceptance.

The book reflects on early childhood before and leading up to Covid-19. The editors were able to create a historical snapshot of early childhood pre-Covid from several countries. The pandemic has demanded major changes around learning, agency, voice and lived experience for children around the world. In some countries there are children in lockdown, without access to learning and who have ceased to be recognised as a child. In other countries life has continued with social distancing and masks in educational spaces.

It will be a useful resource for students and academics in early childhood education and education studies more generally, as well as practitioners and educators.

List of Figures

List of Tables

Introduction – Anette Hellman and Susanne Garvis

1. Globalization and Child Education: Research in Early Childhood Education Through Five Decades – Pia Williams and Ingrid Pramling Samuelsson

2. Transitioning Into Formal Education: One on the Journey to Achieve SDG 4 – Donna Pendergast, Katherine Main and Adelle Friswell

3. Raising Children’s Sustainability Consciousness – Sally Windsor, Kalliopi Moraiti and Susanne Garvis

4. The Good Childhood in the Nordic Countries: Insider and Outsider Perspectives – Judith T. Wagner, Stig Broström and Ingrid Pramling Samuelsson

5. Children Taking Their Place in the Institutional Practice Through Their Photographic Voice – Lena O Magnusson and Annika Åkerblom

6. Children Doing and Undoing Gender during the Circle-Time: Stories From a Kindergarten in Indonesia – Vina Adriany

7. ‘I Have Always Been Speaking Finnish With My Children’: Supporting Children’s Heritage Language – Heidi Harju-Luukkainen

8. Becoming a Respectable Future Citizen: Norms on Ideal Bodies, Food and Eating Among Children in Indonesian, Japanese and Swedish Early Childhood Education and Care – Anette Hellman

9. Teaching Language Learners in the Science Classroom: A Case Study in a Norwegian Secondary School – Pål K. Bjartan and Heidi Harju-Luukkainen

10. Everyday Life, National Crises and the Practice of Global Childhoods – Sue Saltmarsh

11. Teachers’ Understanding of Children’s Needs in the Time of Coronavirus: Norms on Children Among Finnish and Swedish ECEC Teachers – Mia Heikkilä, Anette Hellman, Anna Rantala, Ann-Christin Furu and Anne Lillvist

Epilogue: Some Concluding Thoughts – Anette Hellman and Susanne Garvis

Notes on Contributors

Sujets

• Children's Studies
• Social Science
• Sociologie, société et politique
• Childhood studies
• Cultural studies

Informations

• Publié par: Intellect Books
• Date de parution: 05 octobre 2022
• Nombre de lectures: 0
• EAN13: 9781789386080
• Langue: English
• Poids de l'ouvrage: 13 Mo

Extrait

Local Childhoods in Global Times Local Childhoods
in Global Times
edited by
Anette Hellman and Susanne Garvis First published in the UK in 2022 by
Intellect, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2022 by
Intellect, The University of Chicago Press, 1427 E. 60th Street,
Chicago, IL 60637, USA
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This is a peerreviewed publication.- Contents
List of Figures vii
List of Tables viii
Introduction 1
Anette Hellman and Susanne Garvis
1. Globalization and Child Education: Research in Early Childhood 7
Education Through Five Decades
Pia Williams and Ingrid Pramling Samuelsson
2. Transitioning Into Formal Education: One on the Journey 26
to Achieve SDG 4
Donna Pendergast, Katherine Main and Adelle Friswell
3. Raising Children’s Sustainability Consciousness 48
Sally Windsor, Kalliopi Moraiti and Susanne Garvis
4. The Good Childhood in the Nordic Countries: Insider and 67
Outsider Perspectives
Judith T. Wagner, Stig Broström and Ingrid Pramling Samuelsson
5. Children Taking Their Place in the Institutional Practice Through Their 86
Photographic Voice
Lena O Magnusson and Annika Åkerblom
6. Children Doing and Undoing Gender during the Circle- Time: Stories 103
From a Kindergarten in Indonesia
Vina Adriany
7. ‘I Have Always Been Speaking Finnish With My Children’: 117
Supporting Children’s Heritage Language
Heidi Harju- Luukkainen
8. Becoming a Respectable Future Citizen: Norms on Ideal Bodies, 131
Food and Eating Among Children in Indonesian, Japanese and
Swedish Early Childhood Education and Care
Anette HellmanLOCAL CHILDHOODS IN GLOBAL TIMES
9. Teaching Language Learners in the Science Classroom: A Case Study in a 150
Norwegian Secondary School
Pål K. Bjartan and Heidi Harju- Luukkainen
10. Everyday Life, National Crises and the Practice of Global Childhoods 168
Sue Saltmarsh
11. Teachers’ Understanding of Children’s Needs in the Time of 188
Coronavirus: Norms on Children Among Finnish and Swedish
ECEC Teachers
Mia Heikkilä, Anette Hellman, Anna Rantala, Ann- Christin
Furu and Anne Lillvist
Epilogue: Some Concluding Thoughts 208
Anette Hellman and Susanne Garvis
Notes on Contributors 211
vi Figures
2.1 Social networks involved in Gwen’s transition. 34
2.2 Gwen and transition statement. 40
3.1 Game: ‘Help the land get water’. 55
3.2 Three rounds of ‘Coal excavation’. 59
5.1 The hair of a teacher . 93
5.2 My spot. 94
5.3 That is my teacher! 95
5.4 The double- sided force. 96
9.1a and b Two images from the classroom. 159
9.2 Visual support in instruction. 160
9.3 Teacher helping with translating. 161
10.1–10.3 Tai Po, New Territories, Hong Kong SAR. 173
10.4 Gathering crowd, New Town Plaza, Sha Tin, New Territories, 175
Hong Kong SAR.
10.5 Peaceful protest, New Tin, New Territories, 176
10.6–10.8 Brisbane protest, January 2020. 180
viinewgenprepdf
Tables
2.1 The principles, practices and outcomes underpinning the EYLF. 29
2.2 Diary entries of transitions, routines and practices when moving 36
from one setting to another .
2.3 Diary entries regarding the communication and activities between the 37
diferent social networks.
2.4 Sample of key information on the transition statement completed by the 38
kindergarten, Gwen’s parents and Gwen.
2.5 Gwen’s mother’s diary entries noting ways in which Gwen had an active 41
role in preparing for her transitions to formal schooling.
2.6 Diary entry demonstrating how Gwen was helped to negotiate changes 42
during the transition phase.
2.7 Diary entries showing how the school’s social networks (including whole 44
school and classroom teachers) supported children transitioning from either
kindergarten or home to the formal schooling.
3.1 The lessons of the ESD programme. 56
9.1 Instructional practices for supporting LLs in the classroom. 157
9.2 Instructional practices observed in the classroom. 162
viii Introduction
Anette Hellman and Susanne Garvis
Childhood studies and early childhood education studies are established felds
around the world that have raised important questions for consideration around
children’s agency, voice and diferences in the everyday lived experiences of chil -
dren. The authors of this book come from both felds of research. W -e acknow
ledge that childhood is infuenced by various cultures, traditions and contexts.
As noted by Wells (2021), children’s lives are infuenced not only by political,
social and economic crises but also by individual and communal perspectives
on what constitutes a good childhood. As such, childhood is diferent in dif -
ferent contexts, and therefore the importance of space and locality must be
acknowledged.
The aim of this book is to discuss local childhoods in global times that we live.
We will provide examples of local childhoods from diferent national contexts in
the world, including America, Australia, Finland, Hong Kong, Indonesia, Japan,
Norway and Sweden. However, our intention is not to frame our discussion of ‘local
childhoods’ in a strict national category, but rather to move beyond methodological
nationalism (Amelina et al., 2012) and discuss how discourses about children and
childhoods are produced locally in relation to other situated norms and ideas and
to explore how these discourses in time and space might travel across nations.
Childhood has changed in recent times with crises such as COVID-19 across
the world. As such, research could be grouped into two categories – research
on childhood before COV 1I9D, a- nd research on childhood after CO 1V9I.D -
The extreme point in time around childhood is asking for major changes around
learning, agency, voice and lived experiences for children across diferent coun -
tries. In some countries, there are children in lockdown, without learning and who
have lost being recognized as children. In other countries, life has continued with
social distancing and masks in educational spaces.
This book refects on early childhood before and leading up to COVID- 19.
As editors, we were able to collect a historical snapshot of early childhood
1LOCAL CHILDHOODS IN GLOBAL TIMES
pre-COVID-19 with submissions from diferent countries. The snapshot provides
an opportunity to refect on what early childhood education was before COVID-19
and to again wonder what has changed since or will childhood’s understandings
of pre-COVID-19 return. The book draws on a depth and breadth of perspectives
from diferent authors across the globe, joining together to provide the snapshot
of early childhood in a community of researchers.
Each chapter presents a diferent focus on early childhood education showing
the diversity and complexity across multiple countries. Some issues emerge
around multi- language development, nationalism, civilizing practices and multi -
culturalism. Across some chapters, the concepts around cultural theories of
everyday life also become known as ways in which practices of, and in relation
to, children function to produce childhood as a simultaneously artefact, fction
and instrument. We have grouped chapters based on the themes presented below.
Historic overview/policy documents
Children’s education, welfare and rights are an important responsibility for all of
society, especially when implementing SDGs for all. The authors of Chapter 1 ,
Williams and Pramling Samuelsson, provide an analysis of the content of the
Organisation Mondiale pour l’Éducation Préscolaire World Orga/ nization for Early
Childhood Education’s journal, International Journal of Early Childhood , from
1969 to 2018 to recognize key and recurring themes around globalization and
childhood. In over 50 years of its publication, the journal has become a consider -
able source of information around globalization of childhood. Key trends emerge
around early childhood to show diferent infuences and events over time. This
historical refection is important for again refecting on practices today.
Chapter 2 (by Pendergast, Main and Friswell) brings us to refect on the question of
what it means to be a child today when there are global agendas infuencing policy in
increasingly intense ways. This suggests that policy is a key driver around early child -
hood experiences and developments. The context of Australian early childhood educa -
tion is explored to show the experience of a child’s transition from an early childhood
setting into formal schooling. The chapter shows how the journey contributes to the
achievement of Goal 4 of the SDGs, within a framing of education through the SDGs.
The SDGs are again revisited by the authors in Chapter 3 (Moraiti, Windsor
and Garvis) in relation to raising children’s sustainability consciousness. The
incorporation of SDG goals into some chapters shows the impact of such initia -
tives on early childhood in diferent countries. Chapter 3 shows that participa -
tion in a learning programme where play- based activities are emphasized allows
children to demonstrate increased understandings and articulation of the SDGs.
2INTRODUCTION
Children in the study appeared to show more positive attitudes towards sustain -
able behaviours in