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Pedagogical innovation for children's agency in the classroombuilding knowledge together /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pedagogical innovation for children's agency in the classroomby Federico Farini, Angela Scollan.
Reminder of title:	building knowledge together /
Author:	Farini, Federico.
other author:	Scollan, Angela.
Published:	Cham :Springer International Publishing :2023.
Description:	1 online resource (xv, 282 p.) :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational innovations.
Online resource:	https://doi.org/10.1007/978-3-031-28501-1
ISBN:	9783031285011$q(electronic bk.)

Pedagogical innovation for children's agency in the classroombuilding knowledge together /
Farini, Federico.

Pedagogical innovation for children's agency in the classroombuilding knowledge together /[electronic resource] :by Federico Farini, Angela Scollan. - Cham :Springer International Publishing :2023. - 1 online resource (xv, 282 p.) :ill., digital ;24 cm.

1. Introducing the Book -- 2. The Culture of a Project of Pedagogical Innovation -- 3. What is Facilitation? -- 4. How We Can Say What We Say: The Methodology of Facilitation, the Methodology of Observing Facilitation -- 5. How Did It Go? Building Knowledge Together with the Help of Facilitative Actions -- 6. Children's Personal Initiatives and What They Mean for Facilitation -- 7. Welcome to the Real World: A View to the Intricacies of Facilitation During Project-Based Approach Workshops (and Probably During All Sorts of Educational Practices) -- 8. Trusting the Process. Pedagogical Innovation for Children's Agency in the Classroom.

This book introduces the use of facilitation to support children's agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children's status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children's rights and educational management.

ISBN: 9783031285011$q(electronic bk.)

Standard No.: 10.1007/978-3-031-28501-1doiSubjects--Topical Terms:

286892
Educational innovations.

LC Class. No.: LB1027

Dewey Class. No.: 371.3

Pedagogical innovation for children's agency in the classroombuilding knowledge together /
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505 0 $a 1. Introducing the Book -- 2. The Culture of a Project of Pedagogical Innovation -- 3. What is Facilitation? -- 4. How We Can Say What We Say: The Methodology of Facilitation, the Methodology of Observing Facilitation -- 5. How Did It Go? Building Knowledge Together with the Help of Facilitative Actions -- 6. Children's Personal Initiatives and What They Mean for Facilitation -- 7. Welcome to the Real World: A View to the Intricacies of Facilitation During Project-Based Approach Workshops (and Probably During All Sorts of Educational Practices) -- 8. Trusting the Process. Pedagogical Innovation for Children's Agency in the Classroom.
520 $a This book introduces the use of facilitation to support children's agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children's status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children's rights and educational management.
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