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Informationen zum Autor Helen Hedges is a professor of early childhood education at the University of Auckland, New Zealand. Her research focuses on the nature of co-constructed interests-based curriculum and pedagogy, and the knowledge teachers bring to fostering and extending children’s learning. Klappentext Children's Interests, Inquiries, and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning. Zusammenfassung Children’s Interests, Inquiries, and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children’s learning. Inhaltsverzeichnis 1. Children’s interests: Beyond the activities of the moment 2. Interests and informal learning: A powerful relationship 3. Children’s interests: Debates, tensions, and possibilities in practice and policy 4. Understanding children’s interests: Relational, ethical research 5. Deeper understandings 1: Funds of knowledge as a framing for interests 6. Deeper understandings 2: Children’s inquiries and identities 7. Deeper understandings 3: Children’s working theories 8. (Re)Positioning teachers’ interests in curriculum and pedagogy 9. Interests, identities, and outcomes beyond childhood 10. Taking children’s interests seriously: Interests-related curriculum and pedagogy
List of contents
1. Children's interests: Beyond the activities of the moment 2. Interests and informal learning: A powerful relationship 3. Children's interests: Debates, tensions, and possibilities in practice and policy 4. Understanding children's interests: Relational, ethical research 5. Deeper understandings 1: Funds of knowledge as a framing for interests 6. Deeper understandings 2: Children's inquiries and identities 7. Deeper understandings 3: Children's working theories 8. (Re)Positioning teachers' interests in curriculum and pedagogy 9. Interests, identities, and outcomes beyond childhood 10. Taking children's interests seriously: Interests-related curriculum and pedagogy
Report
Raising critical questions about children's interests, Helen Hedges invites deeper interpretations of a concept that has suffered from surface level understandings and simplistic practices for many years. She has created a thought-provoking book for all those who believe that we owe it to children to make their learning deep, relevant, and meaningful.
Associate Professor Maria Birbili, Aristotle University of Thessaloniki, Greece
This inspiring book presents a compelling case for taking children's interests seriously. Drawing upon a wealth of examples, the book guides readers towards deeper analysis and understanding of children's interests, inquiries, and identity development. Bringing together theory, research, and practice, the author demonstrates how interests can inform models of curriculum and pedagogy that have meaning and relevance for children. This is an essential resource for all involved in the education of young children.
Dr Liz Chesworth, University of Sheffield, England
A systematic theorisation of children's interests has not received the attention it needs. Helen Hedges takes up this challenge and brings together interpretations of what we mean by "children's interests". Vignettes add richness to the book, speaking directly to practice and building professional knowledge. By re-naming, re-claiming, and theorising children's interests, she brings forward new ways of conceptualising foundational practices in early childhood education.
Professor Marilyn Fleer, Monash University, Melbourne, Australia
This original and scholarly book draws on sustained empirical research with a wealth of examples, a coherent theoretical framework that stands as a timely counterpoint to the dominant narratives of child development, and critical analysis of contemporary policy frameworks. The focus on children's interests, inquiries, and identities brings attention to their diverse lives, experiences and capabilities. The strong theory-practice integration makes this book accessible for teachers, professionals who work with children and families, and for parents and kinship members. Students will benefit from the ethical and methodological reflections, as well as the scholarly justifications for engaging with alternative ways of understanding children's possibilities and potential.
Professor Elizabeth Wood, University of Sheffield, England
