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.
- XVIII, 206
- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2010. XVIII, 206 pp.