Introduction

Introduction

Farini, F. and Scollan, A. 2019. Introduction. in: Farini, F. and Scollan, A. (ed.) Children’s self-determination in the context of early childhood education and services. Discourses, policies and practices Cham, Switzerland. Springer.
TypeIntroduction
Chapter titleIntroduction
AuthorsFarini, F. and Scollan, A.
Abstract

This edited volume offers a unique investigation on Early Childhood on a truly global dimension, focusing on how Early Childhood Education and Care policies, practices and discourse is framed in different national contexts such as Kenya, Mexico, Kazakhstan, Japan, Brazil and China, but also England, Wales, Italy, Finland, Ireland, United States, Australia and New Zealand.
What is being introduced here is a collection of contribution that offer innovative insights on the cultural presuppositions of policies, pedagogies and practices shaping Early Childhood Education. This nurtures an intellectual space for reflection, open to researchers, practitioners and all interested in children and education, a space that includes alternative perspectives from those hegemonizing many Western heritage countries.
It can be argued that ‘celebrating diversity’ could be key to the collection, not only due of the great variety of the contexts for the studies presented, but also considering the differentiated disciplinary angles taken by authors, who approach Early Childhood Education and Care from Sociology, History, Pedagogy, Social Work, Communication Studies, Pragmatics, Psychology.
Diversity concerns not only contexts and discipline, but also the methodologies applied by the contributors:

Book titleChildren’s self-determination in the context of early childhood education and services. Discourses, policies and practices
EditorsFarini, F. and Scollan, A.
PublisherSpringer
Place of publicationCham, Switzerland.
SeriesInternational Perspectives on Early Childhood Education and Development
ISBN
Hardcover9783030145552
Electronic9783030145569
Paperback9783030145583
ISSN2468-8746
Electronic2468-8754
Publication dates
Online27 Jun 2019
Print06 Jul 2019
Publication process dates
Deposited13 Sep 2019
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an author’s accepted manuscript of a chapter published in Children’s self-determination in the context of early childhood education and services - discourses, policies and practices. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-030-14556-9_1

Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-14556-9_1
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LanguageEnglish
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Farini, F. and Niemants, N. 2015. Plurilingual communication in healthcare: interlinguistic and intercultural mediation. in: Vecchiato, S., Gerolimich, S. and Komninos, N. (ed.) Plurilingualism in Healthcare: an Insight from Italy: Arabic, English, French, German, Serbo-Croatian, Spanish and Italian for foreigners London, UK BICA. pp. 81-100
Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente
Farini, F. 2015. Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente. in: Cipolla, C. (ed.) Sociologia e Salute di Genere Milano FrancoAngeli.
Pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2014. Pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11 (1), pp. 81-100.
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
The pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2013. The pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Media theory and web-based groups as social systems
Farini, F. 2014. Media theory and web-based groups as social systems. in: Mapping Systemic Knowledge Saarbrucken LAP Lambert. pp. 53-77
Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings
Farini, F. 2012. Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings. Diversity and Equality in Health and Care. 9 (3), pp. 179-189.
Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management
Farini, F. 2008. Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management. migracijske i etnicke teme. 24 (3), pp. 251-271.
Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives
Farini, F. 2011. Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives. in: Mica, A., Peisert, A. and Winczorek, J. (ed.) Sociology and the unintended: Robert Merton revisited Frankfurt am Main Peter Lang.
An improbable leadership: structural limits of educational communication. The case of some Italian primary schools
Farini, F. 2009. An improbable leadership: structural limits of educational communication. The case of some Italian primary schools. International Journal of Leadership in Education: Theory and Practice. 12 (4), pp. 367-388. https://doi.org/10.1080/13603120902890359
Dialogic mediation in international groups of adolescents
Baraldi, C. and Farini, F. 2011. Dialogic mediation in international groups of adolescents. Language and Dialogue. 1 (2), pp. 207-232. https://doi.org/10.1075/ld.1.2.03bar
Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps
Farini, F. 2012. Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. RIMCIS - International and Multidisciplinary Journal of Social Sciences. 1 (2), pp. 163-192. https://doi.org/10.4471/rimcis.2012.08
Analysing trust building in educational activities
Farini, F. 2012. Analysing trust building in educational activities. International Journal of Educational Research. 53, pp. 240-250. https://doi.org/10.1016/j.ijer.2012.03.013
Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting
Farini, F. 2011. Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics. 43 (8), pp. 2176-2186. https://doi.org/10.1016/j.pragma.2011.02.001
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation
Farini, F. 2008. Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation. Socialno Delo. 47 (3-6), pp. 133-144.