Muutke küpsiste eelistusi

Flows, Rhythms, and Intensities of Early Childhood Education Curriculum New edition [Kõva köide]

4.33/5 (3 hinnangut Goodreads-ist)
Edited by
  • Formaat: Hardback, 208 pages, kõrgus x laius: 230x160 mm, kaal: 490 g
  • Sari: Rethinking Childhood 45
  • Ilmumisaeg: 18-Oct-2010
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 143310900X
  • ISBN-13: 9781433109003
Teised raamatud teemal:
Flows, Rhythms, and Intensities of Early Childhood Education Curriculum New editionSuurem pilt
  • Formaat: Hardback, 208 pages, kõrgus x laius: 230x160 mm, kaal: 490 g
  • Sari: Rethinking Childhood 45
  • Ilmumisaeg: 18-Oct-2010
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 143310900X
  • ISBN-13: 9781433109003
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781433109003.html
Märksõnad:
In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.

Arvustused

«This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London) «This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London)

Contents: Veronica Pacini-Ketchabaw: Curriculums Flows, Rhythms, and
Intensities: A Beginning Enid Elliot: Thinking beyond a Framework: Entering
into Dialogues Cristina D. Vintimilla: These Ventriloquist Walls: Troubling
Language in Early Childhood Education Kirsten Ho Chan: Rethinking
Childrens Participation in Curriculum Making: A Rhizomatic Movement Iris
Berger: Extending the Notion of Pedagogical Narration through Hannah Arendts
Political Thought Deborah Thompson: A Story to Unsettle Assumptions about
Critical Reflection in Practice Kathleen Kummen: Is It Time to Put «Tidy Up
Time» Away?: Contesting Routines and Transitions in Early Childhood Spaces
Sylvia Kind: Art Encounters: Movements in the Visual Arts and Early Childhood
Education Veronica Pacini-Ketchabaw/Fikile Nxumalo: A Curriculum for Social
Change: Experimenting with Politics of Action or Imperceptibility Mary
Caroline Rowan: Disrupting Colonial Power through Literacy: A Story about
Creating Inuttitut-Language Childrens Books Laurie Kocher/Paul Cabaj/David
Chapman/Nancy Chapman/Carmen Ryujin/Elizabeth Wooding: Families and
Pedagogical Narration: Disrupting Traditional Understandings of Family
Involvement.
Veronica Pacini-Ketchabaw is Associate Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria.