Strategic Differentiation in Pedagogy for Cultivating Global Competence in Early Years Education

Abstract

This research investigates diversity pedagogy in early childhood education, its teachings, and the development of global competence construction for young children. Global competence, the ability and inclination to take action on global issues of relevance, is increasingly accepted as an essential aspect of preparing students for life in a globally networked world. The data collected from early childhood educators, students, and parents in the ECSSN show how they are addressing these goals with their service-learners; findings show what it looks like when a student focuses on global competence as an objective versus when one does not focus on it, and the challenges met while teaching for global competence. Key Findings, It is clear from within the work that whilst the student teachers are ‘mindful’ and responsive to expectations, there are some major challenges in respect of resourcing limitations and inadequate teacher education on one hand, and external barriers within a course (curriculum) for more effective ‘planful weaving through’ of internationalizing practices. The research indicates that project-based learning, cooperative learning, and culturally responsive teaching are promising approaches, but more training and resources, not less-flexible curricula, may be needed. The article concludes with recommendations for teacher preparation, policy, and future research so that teachers and schools may be better equipped to meet the demands of developing global competence among this young population.