Table of Contents
Foreword
Joseph Tobin
Acknowledgments
Contributors' Biographies
Introduction
Linda R. Kroll and Daniel R. Meier
PART I: Inquiry, Reflection, and International Early Childhood Education
Chapter 1: Inquiry and Reflection to Promote Social Justice and International Understanding
Linda R. Kroll
Chapter 2: International Early Childhood Education: Unsettled Issues, New Possibilities
Daniel R. Meier
PART II: Power of Reflection: The Perspectives of Teachers in Cross-National Contexts
Chapter 3: Developing Teacher Collaboration along a Global Perspective: Using Inquiry in a Kenyan Preschool
Trevor Valentino
Chapter 4: Cultural Consciousness: A Chinese Immigrant Teacher’s Understanding of Culture and Culturally Responsive Teaching in the U.S.
Fengyuan Sun
Chapter 5: Learning from Reflection: Lessons Learned From a U.S. Early Childhood Educator Teaching in Guatemala
Molly Van Houten
PART III: International Views on the Practice of Reflection and Inquiry
Chapter 6: Critical Thinking for Autonomous Citizenship: The Place of Philosophy for Children in South African Early Childhood Education
Amasa Philip Ndofirepi
Chapter 7: My Past is My Present is My Future: A Bi-Cultural Approach to Early Years Education in Aotearoa, New Zealand
Lesley Pohio, Adrienne Sansom, and Karen Liley
Chapter 8: Discourse on a Pedagogy of Listening: The Role of Documentation in Promoting Reflection and Analysis of Learning in Italy and the U.S.
Brenda Fyfe in consultation with Carlina Rinaldi
PART IV: Reflection and Professional Learning and Growth
Chapter 9: Transformations and Tensions in Finnish Early Childhood Education and Care
Kaisa Kopisto, Laura Salo, Lasse Lipponen and Leena Krokfors
Chapter 10: Education and Professional Development of Japanese Preschool Teachers
Kyoko Iwatate and Mikiko Tabu
Chapter 11: Reflection Through Story: Strengthening Palestinian Early Childhood Education
Buad Khales
Epilogue
Linda R. Kroll and Daniel R. Meier
Index