語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Addressing Complexities in Early Chi...
~
Shalima, Darya Dasha.
FindBook
Google Book
Amazon
博客來
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate./
作者:
Shalima, Darya Dasha.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
252 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:
Dissertation Abstracts International79-03A(E).
標題:
Early childhood education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634996
ISBN:
9780355532722
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
Shalima, Darya Dasha.
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 252 p.
Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Thesis (Ph.D.)--University of Toronto (Canada), 2017.
This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types of analysis aim to build a case for the practical utilization of the critical paradigm. The critical paradigm is understood as a driving force for early childhood pedagogy which empowers educators, policy-makers, and academic scholars to apply a practical change in the field while acknowledging and sustaining the young children's right to actively participate in matters related to their education and well-being. In this venue, the thesis provides (i) a thorough and productive analysis of the paradigmatic discussions presently available in the field of early childhood education; (ii) an argument for the practical application of the critical paradigm; (iii) an application of the paradigmatic debates to early childhood curricular and policy documents; (iv) and an empirical evidence from the field which has not been documented before and which gives insights to changes needed in policy directions and the preparation of pre-service early childhood educators.
ISBN: 9780355532722Subjects--Topical Terms:
518817
Early childhood education.
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
LDR
:02253nmm a2200325 4500
001
2154981
005
20180426101949.5
008
190424s2017 ||||||||||||||||| ||eng d
020
$a
9780355532722
035
$a
(MiAaPQ)AAI10634996
035
$a
(MiAaPQ)toronto:16361
035
$a
AAI10634996
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Shalima, Darya Dasha.
$3
3342726
245
1 0
$a
Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2017
300
$a
252 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500
$a
Includes supplementary digital materials.
500
$a
Adviser: John Peter Portelli.
502
$a
Thesis (Ph.D.)--University of Toronto (Canada), 2017.
520
$a
This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types of analysis aim to build a case for the practical utilization of the critical paradigm. The critical paradigm is understood as a driving force for early childhood pedagogy which empowers educators, policy-makers, and academic scholars to apply a practical change in the field while acknowledging and sustaining the young children's right to actively participate in matters related to their education and well-being. In this venue, the thesis provides (i) a thorough and productive analysis of the paradigmatic discussions presently available in the field of early childhood education; (ii) an argument for the practical application of the critical paradigm; (iii) an application of the paradigmatic debates to early childhood curricular and policy documents; (iv) and an empirical evidence from the field which has not been documented before and which gives insights to changes needed in policy directions and the preparation of pre-service early childhood educators.
590
$a
School code: 0779.
650
4
$a
Early childhood education.
$3
518817
650
4
$a
Education.
$3
516579
650
4
$a
Educational philosophy.
$3
3173367
690
$a
0518
690
$a
0515
690
$a
0998
710
2
$a
University of Toronto (Canada).
$b
Applied Psychology and Human Development.
$3
3168339
773
0
$t
Dissertation Abstracts International
$g
79-03A(E).
790
$a
0779
791
$a
Ph.D.
792
$a
2017
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634996
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9354528
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入