Shaping Early Childhood: Learners, Curriculum and Contexts"This should be essential reading for anyone involved in the training and professional development of early years practitioners... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum. There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children. The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach. By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work. In an accessible, lively and user-friendly way, it explores issues such as:
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From inside the book
Results 1-5 of 30
Page vii
... critically reflective in their curriculum work. It is a 'ways to think' book more than a 'ways to do' book. This is ... reflect critically on the 'big ideas' and the practices that they have given rise to. It also attempts to support ...
... critically reflective in their curriculum work. It is a 'ways to think' book more than a 'ways to do' book. This is ... reflect critically on the 'big ideas' and the practices that they have given rise to. It also attempts to support ...
Page viii
... critical to curriculum work in early childhood education including: •. creating and sustaining critical reflection in ... critically reflect on their work. Their suggestions include: •. offering more than one perspective on 'how to do' and ...
... critical to curriculum work in early childhood education including: •. creating and sustaining critical reflection in ... critically reflect on their work. Their suggestions include: •. offering more than one perspective on 'how to do' and ...
Page 2
... reflect critically on the equity effects of the 'big ideas' that they use to shape their daily deeds with young children. Specifically, the book is built on the premise that critical reflection enables early childhood educators to make ...
... reflect critically on the equity effects of the 'big ideas' that they use to shape their daily deeds with young children. Specifically, the book is built on the premise that critical reflection enables early childhood educators to make ...
Page 3
Glenda Mac Naughton. Giroux 1991; Darder 2002), critical reflection is the collective examination of the social and ... reflect critically on their work and on the understandings that drive it typically ask questions such as: •. How have I ...
Glenda Mac Naughton. Giroux 1991; Darder 2002), critical reflection is the collective examination of the social and ... reflect critically on their work and on the understandings that drive it typically ask questions such as: •. How have I ...
Page 4
... critically reflect on each of those interests. They offer a way to build 'social consciousness' (Pinar et al. 1995: 248) about why we do what we do in early childhood and in doing so, enable early childhood educators to be critically ...
... critically reflect on each of those interests. They offer a way to build 'social consciousness' (Pinar et al. 1995: 248) about why we do what we do in early childhood and in doing so, enable early childhood educators to be critically ...
Contents
| 1 | |
| 7 | |
Part Two Positions on the early childhood curriculum | 111 |
Part Three Curriculum contexts | 245 |
References | 320 |
Index | 341 |
Back cover | 353 |
Common terms and phrases
achieve action activities adults allow approach appropriate areas argued assessment Australian become behaviour believe build centre challenge chapter child children learn concerns conforming construct create critical critical reflection culture developmental discourses diversity early childhood curriculum early childhood education effects environment equity example experiences explore families feel feminist gender girls goals happens ideas implications important individual influence instance interaction interests involved issues knowledge language learner lives look materials meanings models nature objective observation offer outcomes parents particular person perspectives planning play political position possibilities practice professional programme questions reading reflect reforming relations relationships role sense share skills social society space specific staff stories structures teachers teaching theory thinking traditional transforming truth understandings values young children
Popular passages
Page 24 - Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select — doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
Page 107 - But pray remember children are not to be taught by rules; which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensable practice, as often as the occasion returns; and if it be possible, make occasions. This will beget habits in them, which being once established, operate of themselves, easily and naturally, without the assistance of the memory.
Page 158 - The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling. When we abandon the attempt to define immaturity by means of fixed comparison with adult accomplishments, we are compelled to give up thinking of it as denoting lack of desired traits. Abandoning this notion, we are also forced to surrender our habit of thinking of instruction as a method of supplying this lack by pouring knowledge into...
Page 25 - There is a sensible way of treating children. Treat them as though they were young adults. Dress them, bathe them with care and circumspection. Let your behavior always be objective and kindly firm. Never hug and kiss them, never let them sit in your lap.
Page 152 - on the basis of this varied evidence it appears that there is a very strong case indeed for believing that prolonged separation of a child from his mother (or mother substitute) during the first five years of life stands foremost among the causes of delinquent character development...
Page 108 - In the illustration just used, it is the ability to see in the child's babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that instinct.
Page 16 - Condorcet still had the extravagant expectation that the arts and sciences would promote not only the control of natural forces but also understanding of the world and of the self, moral progress, the justice of institutions and even the happiness of human beings.
Page 19 - Direct the attention of your pupil to the phenomena of nature, and you will soon awaken his curiosity; but to keep that curiosity alive, you must be in no haste to satisfy it. Put questions to him adapted to his capacity, and leave him to resolve them.
Page 25 - Never hug and kiss them, never let them sit in your lap. If you must, kiss them once on the forehead when they say good night. Shake hands with them in the morning. Give them a pat on the head if they have made an extraordinarily good job of a difficult task.
Page 236 - Whariki document sets out: is founded on the following aspirations for children: to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.