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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:	Language materials, manuscript : Monograph/item
Title/Author:	Addressing Complexities in Early Childhood Education and Care :/
Reminder of title:	The Relationships among Paradigms, Policies, and Children's Rights to Participate.
Author:	Shalima, Darya Dasha.
Description:	1 online resource (252 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (252 pages)

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

Thesis (Ph.D.)

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355532722Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Addressing Complexities in Early Childhood Education and Care : = The Relationships among Paradigms, Policies, and Children's Rights to Participate.
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504 $a Includes bibliographical references
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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538 $a Mode of access: World Wide Web
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