an arrogant and foolish emperor

Questions for assessment task ECE6003.

You must answer all questions

Aim for your responses to total 500 – 750 words in total (not including words from questions)

 

Chapter 1 Questions:

  1. How do you react to the idea of storytelling in early childhood education,
    as a way we try to make sense of things, or weave reality? Does it work for
    you, or does it seem wide of the mark?
  2. Have you ever felt like the child in the Emperor’s New Clothes? When
    and why? What did you do? What did you wish you had done?

Story: (Emperors’ new clothes is a story about an arrogant and foolish emperor who once went to the weaver for his new clothes, as they made him a fool by demanding a large sum of money and in return told him that they will make him the clothes that will help him to tell who is unfit for his emperor. But in reality, those weavers have made him a fool by giving the emperor a non-existence set of clothes which have left him stark naked, but no one dares to say that because otherwise, they will be stated as unfit, stupid or incompetent for their positions)

  1. I have talked about the ‘story of markets’ and the ‘story of quality and
    high returns’ as dominant discourses. Do you agree or disagree? Are you
    aware of other dominant discourses in early childhood education? If so,
    what are they?
  2. Who, in your experience, are the loudest voices telling the dominant
    stories in early childhood education?
  3. I have given some examples of ‘human technologies’ in early childhood
    Are there other examples you can suggest?
  4. What other members of the resistance movement do you know of?

(159 words)

 

Chapter 2 Questions:

  1. Do you think you have a paradigmatic position which shapes how you
    see and understand things? What is it? How do you think you have come to have this position? Has your position changed over time?
  2. Take an issue in early childhood education, for example, curriculum,
    assessment or working with parents: how might these issues be under-
    stood and implemented from different paradigmatic positions?
  3. What is your response to the (postfoundational) idea that in the social
    world there are many truths and many knowledges?
  4. Is ‘quality’ a concept that you choose to work with? Do you think there
    can be an objective, stable and universal standard of early childhood
    education?
  5. Should paradigm be introduced into the education of people wanting to
    work in early childhood education? If so, when and how?

(136 words)

 

Chapter 3 Questions:

  1. What for you is the bedrock or starting point of early childhood education – technical practice, political and ethical practice, or something else?
  2. What are your political questions?
  3. Choose a political question, it doesn’t matter which; what is your answer or political choice?
  4. Take an official document and look for a declaration of the image of the child, i.e. an explicit statement. Can you find one? If yes, what image is offered? Do you share that image? If you can’t find such a statement, why do you think that is? Reading the document, do you think that the authors of the document have an implicit image of the child in their minds? Do you share that image?
  5. What ethical approach do you think should guide early childhood education?
  6. How do you understand alterity or Otherness? Can you think of an instance when you tried to ‘grasp’ the Other, to make the Other into the Same’ – even if you were not aware at the time of doing so?
  7. How can educators relate responsibly to children, recognising their ‘otherness’? How might educators try to understand what a child can do without resorting to measures using predefined categories?

(201 words)

 

All questions taken directly from:

Moss, P 2019, Alternative narratives in early childhood: an introduction for students and practitioners, Taylor and Francis.