Social capital and early childhood education
The claim that early childhood education benefits children, families and communities is of critical interest to educational leaders in schools and other community institutions. Indeed, a growing body of international research literature attests to its benefits for children’s learning, health and well-being (Ball, 1994; Pascal et al., 1999). An allied area of research focuses on the benefits of integrated services (within schools and other facilities) for children, families and communities, using a social capital framework (Tayler, Tennent, Farrell & Gahan, 2002; Tennent, Tayler & Farrell, 2002) .
Premised on Morrow’s (2001) notion that social capital in a community impacts the well-being of its members, our construct of social capital includes micro-social individual behaviour and macro-social structural factors, thus setting “social relationships, social interactions and social networks in context‿ (Morrow, 2001, p. 4). Another theoretical dimension of our work is derived from the sociology of childhood (James & Prout, 1997; Mayall, 1998), where children are theorised as active social agents and reliable informants of their own experience, who construct and shape the social structures and processes of their lives (Clark, McQuail & Moss, 2003).
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|Item Type:||Journal Article|
|Keywords:||social capital, early childhood education, sociology of childhood, social networks, Ann Farrell, Collette Tayler, Lee Tennent|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||14 Jul 2004 00:00|
|Last Modified:||09 Jun 2010 12:21|
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