Louise Swiniarski

On ‘becoming social’: the importance of collaborative free play in childhood

There is increasing concern about declining mental health amongst children in the UK and the USA. Evolutionary and anthropological theorists have begun to build a theory linking this situation to decreasing opportunities to engage in free play. This paper will explore typical contexts for children in these nations, concluding that a range of recently emerging environments have decreased opportunities for collaborative peer free play and ‘discovery’ activities for the current generation. We will draw the theoretical analysis from a broad area of research encompassing psychology, anthropology, education, sociology, marketing, and philosophy to offer a new blend of practical and theoretical perspectives that may shed further light upon this topic.

The Evolution of Universal Preschool Education in a Global Age

This chapter introduces the notion of universal preschool education as an equitable option for public schools in a global age. Discussions around six essential questions identify the various definitions of universal preschool education, examine its genesis and historical antecedents, present current international trendsetting models, and consider challenges in promoting governmental support for furthering the goal of preschool for all in the United States. This chapter serves as an international and national overview of Part I Section of the book, which focuses on two states’ efforts to further universal preschool education in the United States. The chapter also touches on international and national organizations, agencies, mandates, and concepts developed in the subsequent chapters of Parts II and III. The chapter seeks to address issues in early childhood practices, while it provides pathways to move early education forward in a global age.

An international teaching partnership's ideas to transform early education practices for global understanding and cultural sensitivity

The article stems from an international partnership between two faculty members from a British university and an American state college. This partnership has developed through years of collaboration in the field of early childhood education, resulting in the sharing of best practice of both countries and the research of the two authors. Each has developed and published curriculum models for teaching young children in diverse societies to assist teachers in educating young children for global understanding and supporting young bilingual children in culturally sensitive curriculum approaches. This article reflects on this joint international collaboration and the results of disseminating practice.

Bulletins and Pamphlets: Readings for Teaching Global Education

Abstract The global village is a reality in the 1990s and teachers must respond by internationalizing their curriculum. Young people need to understand the interdependence of countries and the global economy of this era if they are to assume leadership roles in the next century. Teachers need access to materials that offer background information and a knowledge base for teaching global education. They also need strategies and activity ideas that help them implement and infuse such concepts throughout the curriculum. Many government agencies, professional organizations and business foundations publish materials on topics of international concern. Businesses, in partnerships with educators, sponsor conferences, fund programs and establish resource centers that will encourage teachers to focus on global issues. Government agencies and businesses realize that their future work force will need a world view of life and the ability to interact with other cultures and shape policies that protect as well as enhanc...

Bulletins and Pamphlets: Choices for a Nation: Family, School and Global Issues

Abstract Teachers affect the future direction of nations through their choices about teaching content, school management style and student guidance. To help their students become responsible citizens, teachers need to have sufficient background knowledge of the issues as well as skills to implement change. The following readings provide teachers both information and direction for identifying ways to improve family life, reform schools and assume leadership roles in a changing world. Teachers and students wishing to “assume leadership roles” must be willing to change, and must possess the vision to shape goals and an action plan to execute options. Vanishing Dreams: The Economic Plight of Americas Young Families describes the results of an apparent lack of leadership on family issues. Strategies for Public School Reform provides teachers with guidance on how to support families and fill the apparent leadership void, while Choices for the 21st Century is an action plan that proposes “to engage … students i...