Show Less
Restricted access

Storying Learning in Early Childhood

When Children Lead Participatory Curriculum Design, Implementation, and Assessment

Series:

Elizabeth Quintero

Storying Learning in Early Childhood documents philosophical, research, and critical questions about notions of childrens’ experiences and learning potential that heavily influence the profession. Critically created, child-centered curriculum and assessment collaborations focus on contexts of homes, schools, and communities. This book brings into focus policy issues, economic issues, and political realities that affect us all as we engage in curriculum and assessment. Patterns of findings under the foci of critical, responsive curriculum and authentic assessment for all children have illustrated new questions, provoked new trajectories of informants, and reiterated connections to dynamic issues in early childhood internationally. The work involved in curriculum and assessment points to international discussions about what is «quality» in early care and education and who has the power to decide. These international dynamics highlight the inevitable connections among programs for young children, policies, and politics. Further consideration regarding multiple histories, strengths, and needs of young children also illustrate little-discussed refugees and migrating people around the world – and their children – who are growing and experiencing life wherever they are living in a variety of situations with or without support.
Show Summary Details
Restricted access

Chapter 2. Curriculum in Early Childhood: A Complicated Conversation Among University Teacher Education Students

Extract

· 2 ·

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)

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.