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The Capability Approach and Early Childhood Education Curricula

An Investigation into Teachers’ Beliefs and Practices

Series:

Antoanneta Potsi

This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues’ beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators’ practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts.

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List of Tables .............................................................................................................9 List of Figures ........................................................................................................11 Introduction ...........................................................................................................13 Chapter 1: Developing a common language ...........................................19 1.1 Greek educational system .................................................................................19 1.2 Early Childhood Services .................................................................................20 1.3 Pre-primary school (nipiagogeio) ...................................................................24 1.4 Qualifications of pre-primary teachers ...........................................................26 1.5 The gender loop in the profession ...................................................................28 1.6 Glossary of terms ...............................................................................................30 Chapter 2: Literature Review .........................................................................31 2.1 Evolution of Early Childhood Education .......................................................31 2.2 Recent Developments in Early Childhood Education ..................................33 2.3 Cross-Thematic Curriculum Framework and the Phenomenon of Schoolification of the Pre-Primary School ................................................42 2.4 Teachers Beliefs ..................................................................................................50 2.5 Research on Teachers’ Beliefs and Practices ...................................................58 2.6 The Capability Approach ..................................................................................61 2.7 The Capability Approach in Early Childhood Education ............................72 6Chapter 3: Research Model .............................................................................87 3.1 Research Problems ............................................................................................87 3.2 Research Questions and Hypotheses ..............................................................89 3.3 Research Model Constructs .............................................................................91 3.4 Research Aims ....................................................................................................96 Chapter 4: Methodology ..................................................................................97 4.1 The Study ............................................................................................................97 4.2 Population and Sample .....................................................................................98 4.3 Questionnaire Development ......................................................................... 103 4.4 Pilot Study ........................................................................................................ 109 4.5 Administration of the Questionnaire and Main Data Collection Process ................................................................................. 110 4.6 Psychometric Properties ................................................................................ 112 4.6.1 Reliability ................................................................................................... 112 4.6.2 Validity ....................................................................................................... 113 4.6.2.1 Content Validity .......................................................................... 113 4.6.2.2 Construct Validity ....................................................................... 114 4.6.2.3 Factorial Validity of Subscales ................................................... 116 4.7 Statistical Analysis .......................................................................................... 122 Chapter 5: The Empirical Findings .......................................................... 125 5.1 Descriptive Analysis of the Main Research Variables ................................ 125 5.2 Correlation Analysis of the Key Variables ................................................... 127 5.3 Beliefs: Second-order two-factor model ...................................................... 130 5.4 Interrelation of the Measurement Models ................................................... 133 5.5 Structural Regression Model ......................................................................... 135 7 Chapter 6: Discussion .................................................................................... 139 6.1 Summary .......................................................................................................... 139 6.2 Discussion of the Main Findings...

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