| Sheila Degotardi, Ph.D. Australia Sheila Degotardi 教授 Professor of Early Childhood Education and the Director of the Centre for Research in Early Childhood Education, Macquarie University, Sydney, Australia 澳大利亚悉尼麦考瑞大学 幼儿教育教授兼幼儿教育研究中心主任 |
Professor Sheila Degotardi is the Director of the Centre for Research in Early Childhood Education at Macquarie University, Sydney Australia. Initially starting her career as an early childhood teacher, Sheila has spent over 25 years researching infant-toddler pedagogies and learning. She brings to this work a deep interest in relationship-based pedagogies and specialises in investigating the varied nature of social interactions in order to consider how these interactions contribute towards very young children’s learning. Sheila has published widely for scholarly and professional audiences, and is the author of “The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice’. She is also lead author in the forthcoming text: ‘Intentional practice with infants and toddlers: Pedagogies for learning, development and wellbeing’.
Sheila Degotardi教授是澳大利亚悉尼麦考瑞大学幼儿教育研究中心主任。她最初以幼儿教师的身份开启职业生涯，至今已在婴幼儿教学法与学习领域研究了25年多。她对以关系为基础的教学法深感兴趣，并专门研究社会互动的多样性，以探讨这些互动如何促进幼儿的学习。希拉面向学术界和专业人士发表了诸多著作，是《婴幼儿的关系世界：早年理论与实践的多重视角》一书的作者。她还是即将出版的著作《婴幼儿的有意实践：促进学习、发展与福祉的教学法》的第一作者。
Keynote Speech: Conceptualizing quality in infant-toddler curriculum and pedagogy. Whose ‘quality’ are we talking about?
主题演讲：构建婴幼儿课程与教学法的质量概念。我们所说的“质量”是指谁的质量？
Abstract:
The concept of ‘quality’ is widely argued to underpin effective early childhood practice. ‘Quality’ we are told, and in particular, high-quality pedagogy is critical to the promotion of children’s learning, development and wellbeing, which in turn will advance social, academic and economic goals. Controversially, quality measurement scales are sometimes promoted as a global solution to advancing the quality agenda. For some at least, ‘quality’ has become big business.
In this presentation, I challenge the idea of quality as a universal concept. Instead, I propose an experiential perspective which views quality as a dynamic concept that is individually, socially and culturally constructed. Drawing on data from my own and others’ research into infant-toddler pedagogy and practice, I provide examples of experiences and expectations that position ‘quality’ as context and situation specific. In doing so, I place a spotlight on the diversity of experiences of quality that occur both within and across early childhood contexts.
摘要：
“质量”被广泛认为是有效早期教育实践的基础。人们常说，“质量”——尤其是高质量的教学法——对促进儿童的学习、发展和福祉至关重要，进而推动社会、学术和经济目标的实现。颇具争议的是，质量评估量表有时被宣传为提升质量议程的全球性解决方案。至少对某些人而言，“质量”已成为一项庞大的产业。
在此次演讲中，我将挑战“质量”作为普世概念的观点，转而提出一种体验式的视角，将质量视为由个体、社会和文化共同构建的动态概念。基于我本人及他人对婴幼儿教学法和实践的研究数据，我将通过具体案例展示不同情境和背景下对“质量”的体验与期望，从而揭示早期教育环境中“质量”经验的多样性。