Alan Pence

Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia. Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia. Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Denna bok problematiserar försöken att definiera och mäta "kvalitet" inom förskolan och därmed reducera närmast filosofiska värdefrågor till rent tekniska och administrativa problem. Författarna hävdar att det finns andra sätt att förstå och utvärdera förskolans pedagogiska arbete – liksom att förstå såväl barndomen som innehållet i förskolans verksamhet. Bokens praktikexempel är hämtade från bl.a. Reggio Emilia och Stockholmsprojektets förskolor. Författarnas alternativa perspektiv är genomgående socialkonstruktionistiskt och postmodernistiskt, vilket innebär att framställningen i boken har giltighet långt utanför förskolan. Faktiskt kan alla som arbetar i och med såväl skola som förskola – eller arbetar med forskning, administration eller politiska uppdrag inom motsvarande områden – ha glädje och nytta av bokens analyser. Dessutom innehåller boken litteratur från hela världen, vilket innebär att den utgör en utförlig presentation av denna just nu pågående kunskapsteoretiska och sociohistoriska "synvända". Sagt om boken”...författarna för viktiga och mycket intressanta resonemang om dagens barndom och barnomsorg, då de ifrågasätter givna sanningar och synsätt. Eftersom boken är skriven på engelska, finns det anledning att översätta den till svenska” Gunilla Lindqvist, universitetslektor, Pedagogiska Magasinet, Stockholm, nr 1/00. Om författarnaGunilla Dahlberg är professor i pedagogik vid Lärarhögskolan i Stockholm. Peter Moss är professor i Early Childhood Provision vid Institute of Education, University of London. Alan Pence är professor vid the School of Child and Youth Care, University of Victoria, Kanada.

Something Went Wrong? / Right! Real Studies of Leadership in Cross-Cultural Ministry consists of 37 brief stories that originate from the cross-cultural development and leadership work of linguistic experts Alan Robert Pence and his wife, Patricia. After each story, discussion sections feature leadership issues and relevant scriptures. This is a comprehensive training resource for those going into leadership in cross-cultural ministry and in other nonprofit organizations. Alan Robert Pence and his wife began training and service with Wycliffe Bible Translators and SIL International in 1956. Following their arrival in Papua, New Guinea in 1959, they worked with the Kunimaipa (Gajili) Language Group as linguists and translators. In their five-year assignment, Alan learned to speak Kunimaipa, analyzed the grammar, compiled a dictionary, researched and got approval for an alphabet, and translated an abridged form of the book of Genesis. If you believe that experience is the best teacher, Al Pence's collection of real situations over many years is a 'must read' for anyone involved in or interested in international mission work. His ability to link real world situations to biblical references for guidance is outstanding. - Gerald Van Eeckhout, Retired Executive and Professor, University of Shanghai Alan Robert Pence received an MA in linguistics from the University of California at Los Angeles. He was elected director of the Papua New Guinea Branch of SIL International and later became vice president for international operations. He was director for language and translation work among North American Indians, worked as vice president for the Asia region, and served SIL until 1999. Alan and Pat now live in Evergreen, Colorado. http://sbpra.com/AlanRobertPence

Forfatterne er opptatt av å bringe kvalitetsdebatten i barnehagen videre fra kvalitet til meningsskaping. Denne boken er et bidrag til den kvalitetsdebatten som foregår i våre barnehager, og er aktuell for alle som arbeider i barnehage og med barnehagespørsmål. Har litteraturliste.

Supporting Indigenous Children's Development challenges and offers an alternative to the imposition of best practices on communities by outside specialists. It tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria's School of Child and Youth Care. The partnership has produced a new approach to professional education, in which community leaders are co-constructors of the curriculum and implementation proceeded only if both parties are present and engaged. Word of this "generative curriculum" has spread to numerous Aboriginal communities and now over sixty communities have participated in the First Nations Partnerships Program. Jessica Ball and Alan Pence show how this innovative program has strengthened community capacity to design, deliver, and evaluate culturally appropriate programs to support young children's development.

Supporting Indigenous Children's Development challenges and offers an alternative to the imposition of best practices on communities by outside specialists. It tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria's School of Child and Youth Care. The partnership has produced a new approach to professional education, in which community leaders are co-constructors of the curriculum and implementation proceeded only if both parties are present and engaged. Word of this "generative curriculum" has spread to numerous Aboriginal communities and now over sixty communities have participated in the First Nations Partnerships Program. Jessica Ball and Alan Pence show how this innovative program has strengthened community capacity to design, deliver, and evaluate culturally appropriate programs to support young children's development.