When Children Lead Participatory Curriculum Design, Implementation, and Assessment
Chapter 2. Curriculum in Early Childhood: A Complicated Conversation Among University Teacher Education Students
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CURRICULUM IN EARLY CHILDHOOD: A COMPLICATED CONVERSATION AMONG UNIVERSITY TEACHER EDUCATION STUDENTS
What is curriculum, and where does it come from, and who decides what will be learned? Since times of prehistory, this has been an important question (Campbell, 2008; Eisler, 1988). Going again to several recent studies that connect experiences with people and environments to learning and potential, it is obvious that in terms of young children, curriculum is everything.
Bloch (2014) reflects:
[W]hose voices and knowledge count? Whose values are embedded in what we think is appropriate curriculum and for whom? Critical questions and some responses are illustrated…in the critically significant work of the Maori/non-Maori researchers’ participation in the development and continued critique of the Te Whāriki early childhood curriculum (originally published in 1997); Ritchie & Rau, 2007, 2009)….The mental research (Pacini-Ketchabaw, 2010; Taylor, 2013) that has allowed for the imagining of the “natures” of child with/in his/their ecological and cultural context has added powerful dimensions to possibilities for curriculum theory and pedagogy. (p. 24)
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