Charmaine Bonello – författare

This book explores boys’ underachievement in literacy in early years education in Malta, using the dual lens of children’s rights and postcolonial theory.

The author confronts issues in literacy attainment, early literacy learning and transitions to formal schooling with a case study from Malta. The book includes the voices of young boys who experience formal education from the age of five and adds a fresh perspective to existing literature in this area. Drawing on empirical research, the book traces the impact of foundational ideas of gender and early childhood, and makes practical recommendations to help young children experience socially just literacy education.

This timely text will be highly relevant for researchers, educators and policymakers in the fields of literacy education, early childhood education, postcolonial education and children’s rights.

This book explores boys’ underachievement in literacy in early years education in Malta, using the dual lens of children’s rights and postcolonial theory.

The author confronts issues in literacy attainment, early literacy learning and transitions to formal schooling with a case study from Malta. The book includes the voices of young boys who experience formal education from the age of five and adds a fresh perspective to existing literature in this area. Drawing on empirical research, the book traces the impact of foundational ideas of gender and early childhood, and makes practical recommendations to help young children experience socially just literacy education.

This timely text will be highly relevant for researchers, educators and policymakers in the fields of literacy education, early childhood education, postcolonial education and children’s rights.

This book charts the firsthand experiences and challenges faced by Maltese early childhood educators in the implementation of a novel approach to the curriculum: the replacement of a prescriptive curricula with one co-constructed by the educator and the child.

Chapters provide seven contextualised, inspiring narratives of how the ‘emergent curriculum’ approach was implemented, received, and reflected upon within Maltese educational settings, ranging from childcare (0–3 years), kindergarten (3–5 years), and early primary (5–7 years). Packed with practical guidance along with on-the-ground commentary, this volume showcases the pedagogical and professional transformation of these educators, informing and encouraging reflection as well as inspiring others on a global scale. Challenging the established modes and traditions of pedagogical best practice, this book ultimately fills a gap in research on how educators in diverse local contexts and cultures can embrace the global concept of the ‘emergent curriculum’ within their own practice and settings.

Providing pedagogical and professional insights for early years educators in similar contexts internationally, the book will be of interest to researchers and early childhood educators, as well as curriculum designers and policy makers interested in how the curriculum can take shape in different cultures and contexts.