A Philosophical Reflection on the "Leuven Scale" and Young Children's Expressions of Involvement

Autor/inn/en	MacRae, Christina; Jones, Liz
Titel	A Philosophical Reflection on the "Leuven Scale" and Young Children's Expressions of Involvement
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 2, S.234-246 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1828650
Schlagwörter	Early Childhood Education; Student Experience; Child Development; Educational Philosophy; School Readiness; Preschools; Preschool Children; Well Being; Sensory Experience; Attention + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Studienerfahrung; Kindesentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Well-being; Wellness; Wohlbefinden; Sinnerfahrung; Aufmerksamkeit
Abstract	This paper explores the term involvement in relation to children's experiences within early years pedagogy, where it is used as a marker of a quality learning environment. We explore how philosophical enquiry offers ways of thinking more deeply about involvement as a vital quality, and how this prompts us to move beyond universal and progressive child development theories. Our discussion is grounded in the widely used Leuven Scale developed by Ferre Laevers, which we view through the prism of two data examples. The ensuing examination of both data and the scale open an appraisal of the genealogical influences underpinning the scale as well as an opportunity for us to re-read the scale through the vector of Deleuzian philosophy. The paper concludes by speculating what the repercussions might be when philosophy plays a more productive and forceful place within the context of early years education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01