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 91
... theory, was interested in 'social consciousness' (Pinar et al. 1995: 248). Habermas argued that in a given area of knowledge there are three interests (Kemmis 1986; Bertens 1995; Lovat and Smith 1995; Pinar et al. 1995):. •. Technical ...
... theories should lead curriculum decisions (Alloway 1997; Cannella 1997; Mac Naughton 2000) and, if it should, which theories we should use (Lambert and Clyde 2000). Different models give us different ways to 'see' children and childhood ...
... theory is explored as follows: •. an overview of its ideas;. •. a history of where its ideas have come from;. •. the implications of the theory for early childhood curriculum;. •. equity reflections on the theory. This section's final ...
... theories of learning;. •. reflect where they sit on a 'map' of classical learning theories;. •. examine selected contemporary theories of children as learners, meaning makers and relationship builders;. •. explore the implications of ...
... theories/beliefs about how young children learn? Specifically: • Are there differences in how children and adults learn? • What motivates children to learn? • What role do adults play in children's learning? • To what extent do genetics ...
Contents
1 | |
7 | |
Part Two Positions on the early childhood curriculum | 111 |
Part Three Curriculum contexts | 245 |
References | 320 |
Index | 341 |
Back cover | 353 |