Educational Change in International Early Childhood Contexts

Linda R. Kroll is Professor of Early Childhood Education at Mills College. Daniel R. Meier is Professor of Elementary Education at San Francisco State University.

"What really hits you when you read this book is the sheer number of first-hand experiences included and the associated wealth of ideas these bring. I love the onus on the importance of really actively listening to children and how important this is alongside reflective practice and enquiry from an international perspective, while respecting loyal voice." - Martine Horvath, EYE Magazine"This innovative and unique book offers relevant encounters with teachers and children in educational contexts much larger than the title implies. Reflective practice and inquiry, the heart of the stated topic, become a complex and varied prism through which the experiences of teachers and children, learning along with families and communities of many cultures of the globe, are presented and analyzed while respecting local voices." - Lella Gandini, Ed.D, Reggio Children US Liaison, Distinguished Visiting Scholar, Lesley University"This text details a wealth of first-hand experiences of those working with very young children in a variety of roles and global contexts. The importance of listening to children and taking into account their differing circumstances and agency is recognised, and the insights communicated will be of value to anyone involved in the complexities and tensions underlying the minute-to-minute decisions that comprise life inside and outside of the classroom. A book that is of as much relevance to education in the world today as it will be tomorrow." - John Jessel, Reader in Education, Goldsmiths, University of London

• ForewordJoseph TobinAcknowledgmentsContributors' BiographiesIntroduction Linda R. Kroll and Daniel R. MeierPART I: Inquiry, Reflection, and International Early Childhood EducationChapter 1: Inquiry and Reflection to Promote Social Justice and International Understanding Linda R. KrollChapter 2: International Early Childhood Education: Unsettled Issues, New PossibilitiesDaniel R. MeierPART II: Power of Reflection: The Perspectives of Teachers in Cross-National ContextsChapter 3: Developing Teacher Collaboration along a Global Perspective: Using Inquiry in a Kenyan Preschool Trevor ValentinoChapter 4: Cultural Consciousness: A Chinese Immigrant Teacher’s Understanding of Culture and Culturally Responsive Teaching in the U.S.Fengyuan SunChapter 5: Learning from Reflection: Lessons Learned From a U.S. Early Childhood Educator Teaching in Guatemala Molly Van HoutenPART III: International Views on the Practice of Reflection and InquiryChapter 6: Critical Thinking for Autonomous Citizenship: The Place of Philosophy for Children in South African Early Childhood EducationAmasa Philip NdofirepiChapter 7: My Past is My Present is My Future: A Bi-Cultural Approach to Early Years Education in Aotearoa, New ZealandLesley Pohio, Adrienne Sansom, and Karen LileyChapter 8: Discourse on a Pedagogy of Listening: The Role of Documentation in Promoting Reflection and Analysis of Learning in Italy and the U.S. Brenda Fyfe in consultation with Carlina Rinaldi PART IV: Reflection and Professional Learning and GrowthChapter 9: Transformations and Tensions in Finnish Early Childhood Education and CareKaisa Kopisto, Laura Salo, Lasse Lipponen and Leena KrokforsChapter 10: Education and Professional Development of Japanese Preschool TeachersKyoko Iwatate and Mikiko TabuChapter 11: Reflection Through Story: Strengthening Palestinian Early Childhood EducationBuad KhalesEpilogueLinda R. Kroll and Daniel R. MeierIndex