Childhood, Play and School: A Literature Review in Australia
Around age three, First Nations children in remote communities in Australia undertake a major transition from the home to formal schooling. This very important period of child development is typically monitored by non-First Nations educators. Yet these educators typically know little about First Nat...
| Published in: | Magis, Revista Internacional de Investigación en Educación |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
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Editorial Pontificia Universidad Javeriana
2019
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| Subjects: | |
| Online Access: | https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/27118 https://doi.org/10.11144/Javeriana.m13.cpsl |
| Summary: | Around age three, First Nations children in remote communities in Australia undertake a major transition from the home to formal schooling. This very important period of child development is typically monitored by non-First Nations educators. Yet these educators typically know little about First Nations child development of children aged birth to seven. The purpose of this review is to demonstrate the importance of describing the process of acquiring social and cultural practices that enable a child to become a dynamic, knowledgeable participant in a First Nations context from a strengths perspective. Alrededor de los tres años,los niños de las naciones originarias en las áreas remotas de Australia inician una transición importante de la formación en casa a la formación escolar.Este periodo, muy importante en el desarrollo de los niños,se monitorea por educadores que no provienen de estas comunidades y que saben poco sobre su desarrollo en las naciones originarias.Esta revisión tiene como propósito demostrar la importancia de describir el proceso de adquisición de prácticas sociales y culturales que le permiten al niño ser un participante dinámico y entendido en el contexto de las comunidades originarias desde una perspectiva de fortalezas. |
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