Session Information
Contribution
This paper draws on narrative and fictional devices to interpret the work of key pioneers in early childhood education as it relates to provision for young children in the 21st Century. It examines, through imagined dialogues, how key people of hisotry: Froebel, Isaacs and Montessori (for exapmple), might respond to the issues which face providers on European early educaiton in th epresent day. Methodologically, the paper draws on the work of Clough (2002) and Selbie and Clough (2004) to analyse original writings of historical contributors to the development of early childhood philohophy, pedagogy and provision. Through specifically wirtten 'conversations' with the authors, situations are created whichh enable the application of earlier historical 'lessons' to the present day. LIfe historical, narratice and ficitional methodologies are used alongside an exploration of 'voice' in imaginary and historical contexts. The paper consists of extracts from conversations which centr around real and current issues and are woven with the writings of poineers from early childhood history. Outcomes are performed as short dramatic extravts or playlets which demonstrate the insights which history can offer to present dilemmas and concerns.Clough, P (2002) Narratives and fictions in Educational Research Buckingham: Open University Press Selbie, P. and Clough, P. (2004) Talking early education; fictional conversations with pioneers Journal of Early Chidhood Research 3, 2, 119-127 Book to be published by Sage in 2008
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