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Storying Learning in Early Childhood

When Children Lead Participatory Curriculum Design, Implementation, and Assessment


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.
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Chapter 5. Early Childhood Issues: An Understatement


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Curriculum, Assessment, Young Children: Overlapping Complexities

In the midst of the complex work involved with teacher education, and honing in on curriculum and assessment, it becomes clearer than ever that in early childhood, the issues which must be considered are tangles of webs that are sometimes overlapping and always influencing each other in one way or many ways. We will be guided through these interconnected and complicated issues by our children guides—some of the children who have been discussed throughout this book by way of case study excerpts. Also, the case study excerpts by student teachers will help illustrate some of the related issues in their particular contexts. Both the children and the student teachers will be doing their jobs as bricoleurs as they help illuminate findings about the issues that in a myriad of ways affect both curriculum and assessment.

My trajectory of work, learning, passion, and commitment have led me to do what I do. And finally, the findings of this study have insisted that I pay attention to these issues in the webs of interconnectivity. I was a teaching assistant and then a teacher working with children and families from multiple histories with multiple linguistic backgrounds and a wealth of strengths ← 95 | 96 → and unmet needs. I learned a little about working in classrooms, a lot about children and their families, and how difficult our work could be. I thought I learned...

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