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History of early childhood education in Canada, Australia and New Zealand / Larry Prochner.

By: Material type: TextTextPublisher: Vancouver : U.B.C. Press, [2009]Copyright date: ©2009Description: xii, 339 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0774816597
  • 9780774816595
  • 0774816600
  • 9780774816601
Subject(s): DDC classification:
  • 372.2109 22
Contents:
1. Childhood and Education -- 2. Infant Schools in Britain -- 3. Infant Schools in the Case-Study Countries -- 4. Childcare and Daycare -- 5. Kindergarten from Germany to England and America -- 6. Kindergarten in the Case-Study Countries -- 7. Winnipeg Free Kindergarten Association -- 8. Kindergarten Union of New South Wales -- 9. Wellington Free Kindergarten Association -- 10. Conclusion: Change and Continuity.
Summary: "In the early nineteenth century, governments began to develop specialized educational programs -- kindergartens and infant or nursery schools -- to give children a head start in life. These programs hinged on new visions of childhood that originated in England and Europe, but what happened when they were transported to the colonies? This book unwinds the tangled threads of this history by drawing on a wide range of sources to trace how ideas and developments such as Rousseau's "noble savage," Froebel's emphasis on activity and play, and the Industrial Revolution translated into early infant schools in England, kindergartens in Germany and the United States, and the emergence of free kindergarten systems in Canada, Australia, and New Zealand. It reveals how these three similar but distinct colonies developed early education systems that maintained the integrity of the ideas that inspired them but adapted them to suit local ideas, politics, and indigenous and immigrant populations. This unique account of early childhood education in comparative perspective shows how discourses and developments in the past have shaped the way we educate our children in the present. It will appeal to teachers, researchers, historians, and policy-makers who seek fresh insight into how to reconcile educational theory and practice in an increasingly global world."--Publisher's website.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book North Campus North Campus Main Collection 372.2109 PRO (Browse shelf(Opens below)) 1 Available A471431B
Book North Campus North Campus Main Collection 372.2109 PRO (Browse shelf(Opens below)) 1 Available A473342B
Book South Campus South Campus Main Collection 372.2109 PRO (Browse shelf(Opens below)) 1 Available A471686B
Book South Campus South Campus Main Collection 372.2109 PRO (Browse shelf(Opens below)) 1 Available A474039B
Book South Campus South Campus Main Collection 372.2109 PRO (Browse shelf(Opens below)) 1 Available A473630B

Includes bibliographical references (pages 311-316) and index.

1. Childhood and Education -- 2. Infant Schools in Britain -- 3. Infant Schools in the Case-Study Countries -- 4. Childcare and Daycare -- 5. Kindergarten from Germany to England and America -- 6. Kindergarten in the Case-Study Countries -- 7. Winnipeg Free Kindergarten Association -- 8. Kindergarten Union of New South Wales -- 9. Wellington Free Kindergarten Association -- 10. Conclusion: Change and Continuity.

"In the early nineteenth century, governments began to develop specialized educational programs -- kindergartens and infant or nursery schools -- to give children a head start in life. These programs hinged on new visions of childhood that originated in England and Europe, but what happened when they were transported to the colonies? This book unwinds the tangled threads of this history by drawing on a wide range of sources to trace how ideas and developments such as Rousseau's "noble savage," Froebel's emphasis on activity and play, and the Industrial Revolution translated into early infant schools in England, kindergartens in Germany and the United States, and the emergence of free kindergarten systems in Canada, Australia, and New Zealand. It reveals how these three similar but distinct colonies developed early education systems that maintained the integrity of the ideas that inspired them but adapted them to suit local ideas, politics, and indigenous and immigrant populations. This unique account of early childhood education in comparative perspective shows how discourses and developments in the past have shaped the way we educate our children in the present. It will appeal to teachers, researchers, historians, and policy-makers who seek fresh insight into how to reconcile educational theory and practice in an increasingly global world."--Publisher's website.

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