Care and education: Towards a new paradigm in early childhood education

Child and Youth Care Forum

Volumn 35, Issue 5-6, 2006, Pages 391-409

  Broström, Stig ^a  

^a AARHUS UNIVERSITY   (Denmark)

Author keywords

Bildung; Care; Child development; Child care work; Early childhood education; Education; Learning; Social education; Social pedagogy; Youth development; Youth work

Indexed keywords

EID: 33751076007     PISSN: 10531890     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10566-006-9024-9     Document Type: Article

References (69)

1. Abbott, L., & Rodgers, R. (Eds.). (1994). Quality in the early years. Buckingham, UK: Open University Press.
2. Aboulafla, A. (1991). Social constructivism and social constructionism. In E. Axel, K. Baltzer, C.R. Hansen, & J. Mammen (Eds.), Virksomhed, viden, lœring [Activity, knowledge, learning] (pp. 63-85). Aarhus, Denmark: Aarhus Universitetsforlag.
3. Ainsworth, M., & Witting, B. A. (1969). Attachment and exploratory behaviour of one-year-olds in a strange situation. In B. M. Foss (Ed.), Determinants of infant behaviour (Vol. 4, pp. 111-136). London: Methuen; New York: Barnes & Noble.
4. Bowlby, J. (1998). Attachment and loss (2nd ed.). London: Pilico.
5. Broström, S. (1995). Education, motivation for learning, and social competence of 6-year-olds in kindergarten in Denmark and the United States. Child & Youth Care Forum, 24(2), 107-123.
6. Broström, S. (1999). Changes in early childhood education in Denmark: The appearance of literacy in early childhood education. In G. Brougére & S. Rayna (Eds.), Culture, enfance et éducation préscolaire/culture, childhood and preschool education (pp. 193-216). Paris: UNESCO, Université-Nord & INRP.
7. Broström, S. (2003). Transition from kindergarten to school in Denmark: Building bridges. In S. Broström & J. T. Wagner (Eds.), Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school (pp. 39-74). Aarhus, Denmark: Systime Academic.
8. Broström, S. (2006). Curriculum in preschool. International Journal of Early Childhood, 38(1), 65-76.
9. Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. In J. Wertsch (Ed.), Culture, communication and cognition, Vygotskian perspectives (pp. 21-34). London: Cambridge University Press.
10. Buber, M. (1958). I and thou. New York: Scribner's.
11. Caldwell, B. M., (1989). A comprehensive model for integrating child-care and early childhood education. In F. O. Rust & L. R. Williams (Eds.), The care and education of young children: Expanding context, sharpening focus. New York, London: Teachers College, Columbia University.
12. Cole, M., Gay, J., Glick, J., & Sharp, D. (1971). The cultural context of learning and thinking- an exploration in experimental anthropology. New York: Basic Books.
13. Csikszentmihaily, M. (1990). Flow. The psychology of optimal experience. New York: Harper and Row.
14. Davies, C. (1998). Caregiving, carework and professional care. In A. Brechin, J. Walmsley, J. Katz, & S. Peace (Eds.), Care matters. London, Thousands Oaks CA, New Delhi: Sage Publications Ltd.
15. Dewey, J. (1960). Democracy and education. An introduction to the philosophy of education. New York: MacMillan.
16. Diderichsen, A. (1991). Børns omsorgsbehov - set gennem bøms egne udtryk. Omsorg for de 2-3 årige, bind 2. [Children's need for care expressed through children's own words]. Copenhagen: Danmarks Pædagogiske Institut.
17. Diderichsen, A. (1997). Den professionelle omsorg og børns udvikling [Professional care and children's development]. Social forskning. Temanummer, March, Denmark, 18-22.
18. Fleer, M. (2003). Post-Vygotskian lenses on western early childhood education: Moving the debate forward. European Early Childhood Educational Journal, 11(1), 55-67.
19. Freire, P. (1971). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
20. Fröbel, F. (1826). Die Menschenerziehung. [On the education of man]. Keilhau/Leipzig: Wienbrach.
21. Giroux, H. A. (1988) Teachers as intellectuals: Towards a critical pedagogy of learning. South Hadley, MA: Bergin and Garvey.
22. Glaserfeld, E. von. (1995). A constructivist approach to teaching. In P. Steffe Leslie & J. Gale (Eds.), Constructivism in education (pp. 3-15). New Jersey: Lawrence Erlbaum Associates.
23. Gundem, B. B., & Hopmann, S. (Eds.). (1998). Didaktik and/or curriculum. An international dialogue. New York: Peter Lang Publishing.
24. Haddad, L. (2002). An integrated approach to early childhood education and care. Early Childhood and Family Policy Series, Vol. 3, 2002. UNESCO Education Sector.
25. Heidegger, M. (1962). Being and time. New York: Harper and Row (Original work published 1927).
26. Hellesnes, J. (1976) Socialisering og teknokrati. [Socialisation and technocracy]. Copenhagen: Gyldendal.
27. Hopmann, S. A., & Riquarts, K. (Eds.). (1995). Didaktik and/or curriculum. Kiel, Germany: Institut für die Pädagogik der Naturwissenchaften an der Universität Kiel.
28. Howes, C., Mateson, C. C., & Hamilton, C. E. (1994). Maternal, teacher and child-care history. Correlates of children's relationships with peers. Child Development, 65, 264-273.
29. Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child-caregiver and child-peer relationships. Child Development, 69, 418-426.
30. Hundeide, K. (2004). Relationsarbejde i institution og skole. [Work with relations in day care institution and school]. Frederikshavn, Denmark: Dafolo.
31. Johansson, E., & Pramling Samuelsson, I. (2001). Omsorg. En central aspekt av förskolepedagogikken. Exemplet måltiden. [Care. A central aspect of preschool education. The meal as example]. Pedagogisk Forskning i Sverige, 6(2), 81-101.
32. Kemp, P. (1991). Det uerstattelige. [The irreplaceable]. Copenhagen: Spektrum.
33. Kihlström, S. (1995). Att vara förskollärare. [To be pre-school teacher]. Göteborg Studies in Educational Science. Göteborg, Sweden: Acta Universitatis Gothoburgenis.
34. Klafki, W. (1996). Neue Studien zur Bildungstheorie und Didaktik. [New Studies on Theory of Bildung and didaktik] (5 Auflage). Weinheim und Basel, Germany: Beiz Verlag.
35. Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 42, 449-496.
36. Lave, J. (1997). Learning, apprenticeship, social practice. Journal of Nordic Educational Research, 3, 140-151.
37. Lave, J., & Wenger, E. (1991) Situated learning. Boston: Cambridge University Press.
38. Leontjev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
39. Løgstrup, K. E. (1971). The ethical demand. Philadelphia: Fortress Press.
40. Martinsen, K. (1981). Omsorgens filosoft. [The philosophy of care]. Sykepleien, 8/81, 4-10.
41. Matas, L., Arend, R., & Sroufe, L. A. (1979). Continuity of adaptation in the second Year: The relationship between quality of attachment and tater competence. Child Development, 49, 547-556.
42. Ministry of Education and Science in Sweden (1998). Curriculum for pre-school. (Lffö 98). Stockholm: Frizes.
43. Morrow, R. A., & Torres, C. A. (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York: Teachers College Press.
44. Neuner, G. (1965). Sozialistische Bildungskonzeption und Einheit von Bildung und Erziehung. Pädagogik, 20, Jg. 1965, H. 4.
45. Noddings, N. (1984). Caring. A feminine approach to ethics and moral education. Berkeley: University of California Press.
46. Noddings, N. (1992). The challenge to care in school. An alternative approach to education. New York and London: Teachers College Press.
47. Piaget, J. (1929). The child's conception of the world. London: Kegan Poul, Trench, Truber & Co. Ltd.
48. Porter, E. (1999). Feminist perspectives on ethics. Feminist Perspectives Series. London: Longman.
49. Pramling Samulsson, I., & Sheridan, S. (2001). Children's conceptions of participation and influence in pre-school: a perspective on pedagogical quality. Contemporary Issues in Early Childhood, 2(2), 169-194.
50. Pramling Samulsson, I., & Sheridan, S. (2003). Delagtighet som värdering och pedagogic. [Participation as evaluation]. In Pedagogik och Forskning i Sverige. Barns perspektiv och barnperspektiv [Educational research in Sweden. Child's perspective and child perspective] (Vol. 8, pp. 1-2, 7084). Göteborg Universitet.
51. Rogoff, B. (1990) Apprenticeship in thinking. New York: Oxford University Press.
52. Rogoff B. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In H. Wozniak & W. Fischer (Eds.), Development in context. Acting and thinking in specific environments. New Jersey: Lawrence Erlbaum Associates.
53. Sartre, J. P. (1986). Etik [Ethics]. Copenhagen: Rhodos.
54. Schnack, K. (1994). Action competence. Some further comments in the action competence debate. In B. B. Jensen & K. Schnack (Eds.), Action and action competence as key concept in critical pedagogy. Didaktiske studier 12. Copenhagen: The Royal Danish School of Educational Studies.
55. Schnack, K. (1995). The didactics of challenge. In Hopemann & Riquarts (Eds.), Didaktik and/or curriculum. Kiel, Germany: Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel.
56. Sevenhuijsen, S. (1998). Citizenship and ethics of care. Feminist considerations on justice, morality and politics. London & New York: Routledge.
57. Skjønsberg, E. (1995). Omsorgens rationalitet. Fremtidens fornuft. [The reality of care. The rationality of future]. Oslo: Universitetsforlaget.
58. Søbstad, F. (2005). Klar, ferdig, gå! Tyngre satsing på de små. [Ready, go! Stronger effort on young children]. Rapport til BDF. Norway.
59. Søbstad, F. (2002). Jaktstart på kennetegn ved den gode barnehage. Første raport fra prosjektet "Den norske barnehagekvaliteten". [Description of the good preschool]. DMMHs Publikasjonsserie nr. 2, 2002. Trondheim, Norway: Dronning Mauds Minne.
60. Socialministeriet. (1998). Vejledning om dagtilbud m.v. til børn efter lov om social service. [Act on social service, and guidance of daycare]. Copenhagen. (In English: www.SM.dk/lovgivning/retskilder/Dokumenter/ ENG_SocialServices.htm)
61. Socialministeriet (2004) Lov om œendring af lov om social service. Pœdagogiske lœreptaner for bßrn i dagtilbud til børn. [Act on Educational Curricula]. Cøpenhagen: Socialministeriet. www.sm.dk/laereplaner/
62. Sommer, D. (1998). The Reconstruction of childhood - implications for theory and practice. European Journal of Social Work, 3, 311-326.
63. Sroufe, L.A. (1989). Relationships, self and individual adaptation. In A. J. Sameroff & R. N. Emde (Eds.), Relationship disturbances in early childhood. New York: Basic Books.
64. Stakes (2004). Grunderna för planen för småbarnsfostran. [Foundation of curriculum for early childhood education] 30.9.2004. Helsinki: Stakes.
65. Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.
66. Uljens, M. (1997). School didactics and learning. A school didactic model framing an analysis of pedagogical implications of learning theory. UK: Psychology Press.
67. van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press.
68. Vejleskov H. (Ed.). (1997). Den danske børnehave. Studier om myter, meninger og muligheder, [The Danish kindergarten, studies of myths, opinions, and possibilities]. Vejle, Denmark: Kroghs Forlag.
69. Vygotsky, L. S. (1978). In M. Cole et al. (Eds.), Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.