Maternal Thinking and Beyond: Towards a Care-Full Pedagogy for Early Childhood

Autor/inn/en	Luff, Paulette; Kanyal, Mallika
Titel	Maternal Thinking and Beyond: Towards a Care-Full Pedagogy for Early Childhood
Quelle	In: Early Child Development and Care, 185 (2015) 11-12, S.1748-1761 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1028389
Schlagwörter	Feminism; Early Childhood Education; Mothers; Teaching Methods; Foreign Countries; Caring; Teacher Education; Case Studies; College Students; Ethics; Beginning Teachers; Preservice Teacher Education; Observation; Semi Structured Interviews; Content Analysis; Educational Practices; Teacher Student Relationship; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Feminismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mother; Mutter; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Care; Pflege; Sorge; Betreuung; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Collegestudent; Ethik; Junior teacher; Junglehrer; Lehramtsstudiengang; Beobachtung; Inhaltsanalyse; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung
Abstract	This paper explores feminist philosopher Sara Ruddick's concept of "maternal thinking" and considers the applicability and use of her ideas for early childhood pedagogy. This is illustrated through a small-scale case study, undertaken in early years settings in England, in which three dimensions of maternal thinking are evidenced in the work of early years practitioners: preservation of the child, fostering the growth of the child and the child's social acceptance. We argue that ethics of care are central to an articulation of contemporary early childhood pedagogy and must be advanced through engagement with students of early childhood in higher education (HE). This practice is demonstrated in a second case study, reporting a participatory research project with university students. Care-full values, practice and thinking are vital in order to challenge the status quo and emphasise early childhood pedagogy as important work towards the creation of a more equitable and sustainable society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01