Local Childhoods in Global Times

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: 9781789386097
• Langue: English

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

Copyright © 2022 Intellect Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission.

A catalogue record for this book is available from the British Library.

Copy editor: Newgen
Cover designer: Aleksandra Szumlas
Production manager: Debora Nicosia
Typesetting: Newgen

Hardback ISBN 978-1-78938-607-3
ePDF ISBN 978-1-78938-608-0
ePub ISBN 978-1-78938-609-7

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This is a peer-reviewed publication.
Contents
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
Figures
2.1 Social networks involved in Gwen’s transition.
2.2 Gwen and transition statement.
3.1 Game: ‘Help the land get water’.
3.2 Three rounds of ‘Coal excavation’.
5.1 The hair of a teacher.
5.2 My spot.
5.3 That is my teacher!
5.4 The double-sided force.
9.1a and b Two images from the classroom.
9.2 Visual support in instruction.
9.3 Teacher helping with translating.
10.1–10.3 Tai Po, New Territories, Hong Kong SAR.
10.4 Gathering crowd, New Town Plaza, Sha Tin, New Territories, Hong Kong SAR.
10.5 Peaceful protest, New Town Plaza, Sha Tin, New Territories, Hong Kong SAR.
10.6–10.8 Brisbane protest, January 2020.
Tables
2.1 The principles, practices and outcomes underpinning the EYLF.
2.2 Diary entries of transitions, routines and practices when moving from one setting to another.
2.3 Diary entries regarding the communication and activities between the different social networks.
2.4 Sample of key information on the transition statement completed by the kindergarten, Gwen’s parents and Gwen.
2.5 Gwen’s mother’s diary entries noting ways in which Gwen had an active role in preparing for her transitions to formal schooling.
2.6 Diary entry demonstrating how Gwen was helped to negotiate changes during the transition phase.
2.7 Diary entries showing how the school’s social networks (including whole school and classroom teachers) supported children transitioning from either kindergarten or home to the formal schooling.
3.1 The lessons of the ESD programme.
9.1 Instructional practices for supporting LLs in the classroom.
9.2 Instructional practices observed in the classroom.
Introduction
Anette Hellman and Susanne Garvis
Childhood studies and early childhood education studies are established fields around the world that have raised important questions for consideration around children’s agency, voice and differences in the everyday lived experiences of children. The authors of this book come from both fields of research. We acknowledge that childhood is influenced by various cultures, traditions and contexts. As noted by Wells (2021) , children’s lives are influenced 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 different in different 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 different 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 COVID-19, and research on childhood after COVID-19. The extreme point in time around childhood is asking for major changes around learning, agency, voice and lived experiences for children across different countries. 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 reflects on early childhood before and leading up to COVID-19. As editors, we were able to collect a historical snapshot of early childhood pre-COVID-19 with submissions from different countries. The snapshot provides an opportunity to reflect 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 different authors across the globe, joining together to provide the snapshot of early childhood in a community of researchers.
Each chapter presents a different focus on early childhood education showing the diversity and complexity across multiple countries. Some issues emerge around multi-language development, nationalism, civilizing practices and multiculturalism. 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, fiction 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 Organization 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 considerable source of information around globalization of childhood. Key trends emerge around early childhood to show different influences and events over time. This historical reflection is important for again reflecting on practices today.
Chapter 2 (by Pendergast, Main and Friswell) brings us to reflect on the question of what it means to be a child today when there are global agendas influencing policy in increasingly intense ways. This suggests that policy is a key driver around early childhood experiences and developments. The context of Australian early childhood education 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 initiatives on early childhood in different countries. Chapter 3 shows that participation in a learning programme where play-based activities are emphasized allows children to demonstrate increased understandings and articulation of the SDGs. Children in the study appeared to show more positive attitudes towards sustainable behaviours in the classroom, school year and at home, suggesting that the goals have moved beyond understanding to action.
Childhoods in ECE
In Chapter 4 , two Nordic authors (Broström and Pramling Samuelsson) and one American scholar (Wagner) examine, through insider and outsider lenses, the good childhood , an