Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010289717 | LB1139.4 C874 2012 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Curriculum in Early Childhood Education: Reexamined, Rediscovered, Renewed provides a critical examination of the sources, aims, and features of early childhood curricula. Providing a theoretical and philosophical foundation for examining teaching and learning, this book will provoke discussion and analysis among all readers. How has theory been used to understand, develop, and critique curriculum? Whose perspectives are dominant and whose are ignored? How is diversity addressed? What values are explicit and implicit?
The book first contextualizes the historical and research base of early childhood curriculum, and then turns to discussions of various schools of theory and philosophy that have served to support curriculum development in early childhood education. An examination of current curriculum frameworks is offered, both from the US and abroad, including discussion of the Project Approach, Creative Curriculum, Te Whāriki, and Reggio Emilia. Finally, the book closes with chapters that enlarge the topic to curriculum-being-enacted through play and that summarize key issues while pointing out future directions for the field. Offering a broad foundation for examining curriculum in early childhood, readers will emerge with a stronger understanding of how theories and philosophies intersect with curriculum development.
Author Notes
Nancy File is Associate Professor in Early Childhood Education at the University of Wisconsin-Milwaukee.
Jennifer J. Mueller is Associate Professor in Early Childhood Education at the University of Wisconsin-Milwaukee.
Debora Basler Wisneski is Associate Professor in Early Childhood Education at the University of Wisconsin-Milwaukee.
Reviews 1
Choice Review
This book, edited by File, Mueller, and Basler Wisneski (all, early childhood education, Univ. of Wisconsin-Milwaukee), carefully examines both the historical foundations and current practices in the field of early childhood curriculum. The authors affirm the important work of teachers and the importance of enhancing their role and voice in determining emerging curricula. A major focus of the book is summarizing key issues related to early childhood curriculum in the context of future directions for the field. Readers are encouraged to think about assumptions within the dominant culture hegemony that affect their own beliefs about curricular processes used in early childhood. This book provokes a much-needed dialogue to create a more expansive early childhood curriculum that includes multiple perspectives and possibilities. The book is highly recommended as an excellent contribution to the field of early childhood. Summing Up: Highly recommended. General readers; upper-division undergraduate students and above. J. C. Agnew-Tally Missouri State University
