Remembering childhood Do our memories and experiences influence our understanding of early childhood and our practice with young children?
Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students’ rich and varied accounts reflect the diversity of...
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| Veröffentlicht in: | Management in education Jg. 28; H. 4; S. 175 - 179 |
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| Hauptverfasser: | , |
| Format: | Journal Article |
| Sprache: | Englisch |
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London, England
SAGE Publications
01.10.2014
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| ISSN: | 0892-0206, 1741-9883 |
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| Abstract | Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students’ rich and varied accounts reflect the diversity of largely non-traditional students from countries on every continent. Recurrent themes persist, but what remains constant is that memories are inescapably grounded in the sociocultural contexts of the times and places in which students grew up; a world away from traditional, reductionist ‘ages and stages’ or milestones. Drawing on Rogoff, differences and cultural influences, in the UK and elsewhere, on childhood and practice are worth exploring in developing many possible interpretations of the requirements of working with children and families. Inter-disciplinary conversations may help to identify and unpick complex relationships between childhood memories and every day work with young children, in the various practice settings students encounter. |
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| AbstractList | Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students' rich and varied accounts reflect the diversity of largely non-traditional students from countries on every continent. Recurrent themes persist, but what remains constant is that memories are inescapably grounded in the sociocultural contexts of the times and places in which students grew up; a world away from traditional, reductionist "ages and stages" or milestones. Drawing on Rogoff, differences and cultural influences, in the UK and elsewhere, on childhood and practice are worth exploring in developing many possible interpretations of the requirements of working with children and families. Inter-disciplinary conversations may help to identify and unpick complex relationships between childhood memories and every day work with young children, in the various practice settings students encounter. |
| Audience | Higher Education Postsecondary Education Early Childhood Education |
| Author | Penn, Helen Horsley, Karen |
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| References | Brannen, Mooney, Statham 2009; 16 Cousins J (bibr3-0892020614550469) 1999 Penn H (bibr10-0892020614550469) 2014 Tickell C (bibr15-0892020614550469) 2011 bibr2-0892020614550469 cr-split#-bibr7-0892020614550469.1 cr-split#-bibr7-0892020614550469.2 bibr4-0892020614550469 Cree V. (bibr16-0892020614550469) 2003 James A (bibr6-0892020614550469) 1997 bibr12-0892020614550469 bibr9-0892020614550469 Rogoff B (bibr13-0892020614550469) 2003 bibr1-0892020614550469 Malaguzzi L (bibr8-0892020614550469) 1998 Silberfeld C (bibr14-0892020614550469) 2013 Penn H (bibr11-0892020614550469) 1997 |
| References_xml | – volume: 16 start-page: 377 issue: (3) year: 2009 end-page: 393 article-title: Childhood experiences: A commitment to caring and care work with vulnerable children publication-title: Childhood – ident: #cr-split#-bibr7-0892020614550469.2 – ident: bibr12-0892020614550469 – volume-title: Becoming a Social Worker year: 2003 ident: bibr16-0892020614550469 – volume-title: The Early Years Curriculum. The UK Context and Beyond year: 2013 ident: bibr14-0892020614550469 – volume-title: The Early Years: Foundations for life, health and learning An Independent Report on the Early Years Foundation Stage to Her Majesty’s Government year: 2011 ident: bibr15-0892020614550469 – ident: bibr9-0892020614550469 doi: 10.4324/9780203465349_chapter_3 – volume-title: The Cultural Nature of Human Development year: 2003 ident: bibr13-0892020614550469 – ident: #cr-split#-bibr7-0892020614550469.1 doi: 10.1177/183693910803300206 – ident: bibr1-0892020614550469 doi: 10.1177/0907568209335317 – volume-title: Listening to Four Year Olds. How They Help Us Plan Their Education and Care year: 1999 ident: bibr3-0892020614550469 – volume-title: Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood year: 1997 ident: bibr6-0892020614550469 – ident: bibr4-0892020614550469 doi: 10.4135/9781506374697 – volume-title: Childcare as a Gendered Occupation year: 1997 ident: bibr11-0892020614550469 – ident: bibr2-0892020614550469 doi: 10.4324/9780203946169 – volume-title: The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections year: 1998 ident: bibr8-0892020614550469 – volume-title: Understanding Early Childhood: Issues and Controversies year: 2014 ident: bibr10-0892020614550469 |
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| SubjectTerms | Biographies Child Development College Students Cultural Differences Discussion (Teaching Technique) Early Childhood Education Early Experience Educational Practices Electronic Mail Foreign Countries Governance Group Discussion Individual Differences Influences Leadership Memory Reflection Semi Structured Interviews Student Journals Transcripts (Written Records) United Kingdom Young Children |
| Subtitle | Do our memories and experiences influence our understanding of early childhood and our practice with young children? |
| Title | Remembering childhood |
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