By Nancy File, Jennifer J. Mueller, Debora Basler Wisneski
Curriculum in Early formative years schooling: Reexamined, Rediscovered, Renewed presents a serious exam of the assets, goals, and contours of early formative years curricula. offering a theoretical and philosophical origin for interpreting instructing and studying, this booklet will galvanize dialogue and research between all readers. How has thought been used to appreciate, increase, and critique curriculum? Whose views are dominant and whose are overlooked? How is variety addressed? What values are specific and implicit?
The booklet first contextualizes the old and study base of early youth curriculum, after which turns to discussions of varied faculties of thought and philosophy that experience served to help curriculum improvement in early adolescence schooling. An exam of present curriculum frameworks is on the market, either from the U.S. and out of the country, together with dialogue of the undertaking method, inventive Curriculum, Te Whāriki, and Reggio Emilia. ultimately, the e-book closes with chapters that amplify the subject to curriculum-being-enacted via play and that summarize key matters whereas declaring destiny instructions for the sector. providing a vast beginning for studying curriculum in early adolescence, readers will emerge with a much better realizing of the way theories and philosophies intersect with curriculum development.
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Extra info for Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed
Hillsdale, NJ: Lawrence Erlbaum. Copple, C. & Bredekamp, S. (2009). ). Washington, DC: National Association for the Education of Young Children. , et al. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25, 177–93. Gallas, K. (1995). Talking their way into science: Hearing children’s questions and theories, responding with curriculum. New York: Teachers College Press.
Next, in Chapter 5, we present work done from the ﬁeld of curriculum studies and more recent work by curriculum theorists. Jennifer Mueller explores a brief history of this ﬁeld, which has also more recently included an emphasis on the political nature of curriculum. The frame she utilizes is to understand curriculum as a process rather than a product, with theory and practice being mutually constitutive. Finally, Mueller discusses more explicit connections between curriculum studies and early childhood via the work of the reconceptualists and as developed by collaborative work between theorists and teachers.
In the ﬁrst decade of the millennium, preschool curriculum eﬀectiveness was the purpose of the Preschool Curriculum Evaluation Research (PCER) initiative. Children’s outcomes were examined across 14 preschool curricula in comparison to local classrooms implementing practice as usual for samples of, predominantly, children living in poverty. Overall, there were few ﬁndings that demonstrated the intervention curricula resulted in signiﬁcantly diﬀerent academic outcomes at either preschool or end-of-kindergarten.