Joan Moyer

Teaching across Cultures in an International Seminar.

I nteractive teaching and learning is transforming pedagogy in countries around the world. Traditional perspectives of “teacher” and “learner” have been challenged, and new approaches to adult education are emerging in a culture of democracy. The concept of teacher as facilitator has taken precedence over the concept of teacher as the bearer of wisdom or unquestioned source of knowledge. The role of the student in the learning process has changed from passive learner to that of active participant, critical thinker, and processor of information. Within this perspective, teacher and learner are coconstructors of knowledge, engaging in a process that values choice, individualism, collaboration, creativity, equality, and respect for differences. This article describes the process of introducing interactive pedagogy in countries making the transition to democracy through education reform. The article is based on the authors’ experiences as facilitators and learners during an international teacher education seminar in the Republic of Georgia. The seminar was part of an initiative, funded by the Soros Foundations Networks, called the Step by Step Higher Education Initiative.

Educating the Child-Centred Practitioner: Innovations and Dilemmas.

Abstract The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.

Introduction to Teaching for Democracy throughout the World

Democracy Throughout the World Elaine Surbeck, Amelia Klein, and Joan Moyer, Guest Editors Elaine Surbeck is Professor of Early Childhood Education and Associate Division Director for Initial Teacher Certification, Arizona State University, Tempe, Arizona. Amelia Klein is Associate Professor of Early Childhood Education at Wheelock College in Boston, Massachusetts. Joan Moyer is Professor Emerita, Early Childhood Education, at Arizona State University, Tempe, Arizona.

Cultura, Identidad y Aprendizaje en la Edad Pre-escolar.

Resumen• Los niños aprenden su cultura a través de la interacción con los demás y con el medio ambiente.• Cada niño se convierte en un participante activo en la adquisición de su cultura la cual aprende en forma acumulative durante toda su vida.• El ambiente sociocultural en que cada niño se desarrolla influencia su concepto de sí mismo y estructura sus procesos motivationales y cognoscitivos.• Así como el niño aprende quién es, (sus características personales y las de su grupo) también aprende que características se atribuyen a los demás grupos.• La edad temprana es la mejor época para introducir y reforzar día a día las destrezas para procesar información y promover el desarrollo de actitudes que ayuden a los niños a desarrollarse en ambientes multiculturales. El artículo concluye que no son los volúmenes de información acerca de los diversos grupos lo que ayudará que los niños desarrollen actitudes de respeto y apreciación de las diferencias, sino las habilidades para procesar dicha información de manera positiva. Para ilustrar las distintas habilidades de proceso que deben introducirse en la escuela, las autoras presentan ejemplos concretos que servirán de guía para maestros.AbstractThe basic assumptions of this article are as follows:• Children learn their culture through interaction with others, and with their environment.• Children become active participants in the acquisition of their culture which they learn in a cumulative way throughout their lives.• The socio-cultural environment in which children develop influences their self-concept and structures their motivational and cognitive processes.• As the child learns who he or she is (his or her personal characteristics as well as those of his/her group) he/she also learns which characteristics are attributed to other groups.• Early childhood is the best time to introduce and strengthen the information processing skills and to promote the development of attitudes which will in turn help children to function in multicultural settings. The article concludes that it is not the volumes of information about diverse groups which will help children develop attitudes of respect and appreciation of differences. Rather it is the skills to process such information in a positive manner. To illustrate the different process skills which should be introduced in school, the authors present concrete examples which will serve as a guide for teachers.RésuméLes postulats de base de cet article sont:• les enfants apprennent leur culture par l’entremise de l’interaction avec les autres et avec leur milieu;• chaque enfant devient participant actif dans l’acquisition de sa culture, qu’il apprend de façon cumulative durant toute sa vie;• le milieu socioculturel dans lequel chaque enfant se développe influence l’image de soi et structure ses processus motivationnels et cognitifs;• pendant que l’enfant apprend qui il est (ses caractéristiques personnelles et celles de son groupe) il apprend également les caractéristiques qui sont attribuées aux autres groupes;• le jeune âge constitue la meilleure période pour introduire et renforcer jour à jour les dextérités pour enregistrer l’information et promouvoir le développement d’attitudes qui favorisent les enfants à se développer dans les milieux multiculturels. L’article conclu qu’il ne s’agit pas de considérer les volumes d’information sur les divers groupes comme le moyen d’aider les enfants à développer des attitudes de respect et d’appréciation des différences. Il s’agit plutôt de valoriser les habiletés nécessaires pour assimiler ladite informatin de manière positive. Les auteurs présentent des exemples concrets qui serviront de guide aux éducatrices afin d’illustrer les différentes habiletés à introduire à l’école.