Flows, Rhythms, and Intensities of Early Childhood Education Curriculum
«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)»
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. Les mer
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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.
Detaljer
- Forlag
- Peter Lang Publishing Inc
- Innbinding
- Innbundet
- Språk
- Engelsk
- Sider
- 208
- ISBN
- 9781433109003
- Utgivelsesår
- 2010
- Format
- 23 x 16 cm
Anmeldelser
«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)»