ERIC Number: EJ1193761
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Available Date: N/A
Government Constructions of the Pedagogical Relationship between Teachers and Children in Saudi Preschool Education: Issues of Adoption or Adaptation?
Rajab, Adaylah; Wright, Nigel
Pedagogy, Culture and Society, v26 n4 p547-560 2018
Pedagogy is understood as embedded in the relationship between teaching and learning. In a globalising world with cross-cultural educational reforms, how the teaching-learning relationship is understood, recognised and developed is important. Reforms to the Saudi Early Years curriculum are based on the American High/Scope Model and Developmentally Appropriate Practice: ostensibly moving away from traditional (transmissive) teaching methods towards more child-centred approaches. After examining the origins of both European and Islamic approaches to early childhood education we argue that as Saudi pedagogy uses the principle of the Prophet Mohammed as the Best Model it is significantly different from Western pedagogy. The resultant curriculum is therefore radically different so the meaning of child-centred teaching and learning is literally lost in translation. Our paper presents lessons and understandings for curriculum and pedagogic development.
Descriptors: Foreign Countries, Educational Change, Teaching Methods, Early Childhood Education, Religious Factors, Educational Policy, Cultural Influences, Student Centered Learning, Teacher Role, Islam, Developmentally Appropriate Practices, Curriculum Development
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A
Author Affiliations: N/A