Show Less

The Capability Approach and Early Childhood Education Curricula

An Investigation into Teachers’ Beliefs and Practices


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.


Show Summary Details
Restricted access

Chapter 3: Research Model


87 Chapter 3: Research Model None of the talents, which are hidden like buried treasure in every person, must be left untapped. These are, to name but a few, memory, reasoning power, imagination, physical ability, aesthetic sense, the aptitude to communicate with others, and the natural charisma of the group leader. All of this goes to prove the need for greater self-knowledge. Fryer The purpose of this chapter is to present the research problems identified in the literature review, to unfold the research questions in the current work, and to construct the research model investigated and analyzed in the following chapters with the use of the research data. 3.1 Research Problems Three research problems were identified from the literature review of studies on teachers’ beliefs and practices in the field of early childhood education: Society in general, and educational researchers in particular, have long been interested in children’s academic achievement. A plethora of empirical studies in educational psychology has stressed the importance of children’s academic achievement and investigated how intuitively appealing factors for researchers such as the socioeconomic status of the child (Brooks-Gunn & Duncan, 1997; Caldas & Bankston, 1997; Coleman, 1988) and parental involvement (Chris- tenson, Rounds, & Gorney, 1992; Epstein, 1991) impact on children’s academic achievement/success. It seems that in the current climate, the emphasis given to the outcome achievement of education is gradually corroding early childhood education. The “academic” nature of the curriculum in many pre-primary classrooms stands out as one of the major issues in early childhood education. The...

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.