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Learning to teach young children : theoretical perspectives and implications for practice / Anna Kirova, Larry Prochner, Christine Massing.
Van Pelt Library LB1139.23 .K57 2020
Available
- Format:
- Book
- Author/Creator:
- Kirova, Anna, author.
- Prochner, Laurence Wayne, 1956- author.
- Massing, Christine, author.
- Language:
- English
- Subjects (All):
- Early childhood education--Study and teaching.
- Early childhood education.
- Physical Description:
- xiii, 250 pages : illustrations ; 24 cm
- Place of Publication:
- London : Bloomsbury Academic, 2020.
- Contents:
- 1 Childhood and Society p. 1
- Proposition: The way that childhood is presented plays a role in children's experiences of childhood p. 1
- What are the images of childhood? p. 1
- How can images of childhood be used as frames for practice? p. 22
- 2 Children Are Citizens p. 25
- Proposition: Children have rights as citizens and active members of their communities p. 25
- What is the nature of children's participation in their diverse social ecologies from a rights-based perspective? p. 26
- How do children express citizenship rights in their cultural and national communities? p. 34
- What is the teacher's role in supporting children to express their rights as learners? p. 36
- 3 Children, Communities and Cultures p. 41
- Proposition: Children's everyday life and participation in multiple communities influences their emerging social and cultural selves p. 41
- How do children become members of social and cultural communities? p. 42
- How does children's participation in their communities influence their identity development? p. 52
- How do teachers and parents partner in providing continuity of children's experiences across communities? p. 57
- 4 Experience, Learning and Development p. 63
- Proposition: Early experiences influence children's development and learning p. 63
- What is environment? p. 63
- What is development? p. 67
- How do children's experiences in the environment influence their learning and development? p. 73
- 5 Partners in Learning p. 81
- Proposition: Children and adults are co-constructors of knowledge and partners in learning p. 81
- What does it mean to learn? p. 81
- Do children and adults learn in the same way? How do different theories view children's learning and development? p. 85
- What does it mean for teachers to co-construct knowledge with children? p. 95
- 6 Meaning-making and Representing Knowledge p. 101
- Proposition: Children make meaning and represent knowledge in a variety of ways p. 101
- How do children make meaning of the world? p. 102
- What does knowledge representation mean? p. 104
- What is the role of language as one of the symbolic tools through which humans make meaning and construct knowledge? p. 110
- What is the role of children's art and art making as significant ways of knowing, problem solving and creating that allow for the construction of multiple meanings? p. 118
- 7 Childhoods and Play p. 123
- Proposition: Play is an integral part of childhood p. 123
- What is play? p. 123
- How is play related to development? p. 127
- How is play related to learning, teaching and the curriculum? p. 140
- 8 Children, Difference and Diversity p. 145
- Proposition: Children have abilities, strengths and needs, as well as the right to be different p. 145
- How is difference defined and how are difference and diversity related? p. 146
- Where does 'difference as deficiency' come from and how can we interrupt the practice of pathologizing children? p. 147
- What are the markers of difference and how are they related to children's developing sense of who they are in relation to others? p. 150
- What does it mean to honour children's right to be different? p. 162
- 9 Teachers Are Researchers p. 167
- Proposition: Early childhood educators are (also) researchers p. 167
- How can pedagogical documentation be a learning process? p. 168
- How do teachers learn to document, and what does pedagogical documentation look like in classrooms? p. 171
- How does pedagogical documentation challenge the dominant discourse? p. 173
- 10 Children Are Collaborators in Assessment p. 185
- Proposition: Children are active collaborators in and users of assessment p. 185
- What is assessment for? p. 185
- How does assessment support all learners? p. 193.
- Notes:
- Includes bibliographical references (pages 201-238) and index.
- ISBN:
- 9781350037786
- 1350037788
- 9781350037793
- 1350037796
- OCLC:
- 1122871909
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