Sticking and Tipping Points: A Case Study of Preschool Education Policy and Practice in Astana, Kazakhstan

Autor/inn/en	Needham, Martin; Kuleimenov, Daurenbek; Soltanbekova, Arailym
Titel	Sticking and Tipping Points: A Case Study of Preschool Education Policy and Practice in Astana, Kazakhstan
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 3, S.432-445 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1463909
Schlagwörter	Foreign Countries; Case Studies; Kindergarten; Academic Standards; Preschool Education; Interviews; Observation; Early Childhood Education; Student Centered Learning; Teaching Methods; Cultural Influences; Educational Quality; Global Approach; Educational Change; Semi Structured Interviews; Documentation; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; Interviewing; Interviewtechnik; Beobachtung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Quality of education; Bildungsqualität; Globales Denken; Bildungsreform; Dokumentation; Kasachstan
Abstract	This article presents a case study exploring how national guidance for kindergartens in Kazakhstan was interpreted in practice. Document analysis of the "State Education Standards of Preschool Upbringing and Education," together with stakeholder interviews and observations of six Astana kindergarten settings, illustrates how competing perspectives on preparing children for school can both promote and limit opportunities for child-led activity in early education. The article considers postcolonial and neocolonial pasts and their potential to influence the present, identifying potential sticking points that may limit change processes. The article suggests processes for building locally grounded praxis in order to create tipping points where child-initiated pedagogy could become a more frequent feature of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01