Early Childhood Curriculum
Höfundar:
Claire McLachlan; Marilyn Fleer; Susan Edwards (Útgáfa: 3)
Kaup valmöguleikar
The third edition of Early Childhood Curriculum provides a comprehensive and accessible introduction to curriculum theories and approaches in early childhood and early primary settings. Drawing on a cultural-historical framework for education, the text explores a variety of approaches to learning and teaching and equips readers with the tools to effectively plan, design and implement curriculum strategies.
Thoroughly revised and updated, this edition features up-to-date coverage of national curriculum documents, including the Early Years Learning Framework and Te WhÄriki, and expanded content on play-based curriculum, assessment and documentation. Key domain areas of the curriculum are explored in depth and have been revised to include updated discussions of environmental factors, digital knowledge and multiliteracies.
Nánar um bókina
- Cambridge University Press
- 9781108570718
- 9781316642849
- Page Fidelity (PDF)
- 3
- Claire McLachlan; Marilyn Fleer; Susan Edwards
- English
- 2018-04-26
- 10
Kaflar
- Half-title
- Title page
- Copyright information
- Table of contents
- About the authors
- Acknowledgements
- Chapter 1 Introduction
- Unpacking the elements of an early childhood curriculum
- The early childhood curriculum
- How to use this book
- Connecting to the Early Years Learning Framework and Te Whriki
- Online resources
- Chapter 2 Theory, research and the early childhood curriculum
- What is a curriculum?
- Curriculum models
- Performance model
- Competence model
- Dominant ideologies
- Scholar academic ideology
- Social efficiency ideology
- Learner-centred ideology
- Social reconstruction ideology
- Changes in thinking about curriculum
- 1. Aims or objectives
- 2. Content or subject matter
- 3. Methods or procedures
- 4. Assessment or evaluation
- Research as a driver for change in early childhood curriculum
- Summary
- Chapter 3 Play, learning and development: How views of development shape how curriculum is framed
- Development and curriculum
- Curriculum and child development
- DAP view of development
- A cultural-historical view of development
- Imperatives in curriculum
- Italy: Reggio Emilia
- Nordic countries
- United States: NAEYC position statement
- Australia: EYLF
- New Zealand: Te Whariki
- Summary
- Chapter 4 Curriculum as a cultural broker
- Curriculum and culture
- Reflecting on the broker: What should the curriculum mediate?
- Mediating culture and curriculum: A cultural-historical perspective
- Brokering curriculum for the future?
- Thinking professionally about brokering curriculum for the future
- Summary
- Chapter 5 Interpreting early childhood curriculum
- Understanding early childhood curriculum
- Working with early childhood curriculum frameworks
- Relating early childhood curriculum to children, families and communities
- The role of professional learning in curriculum interpretation
- Summary
- Chapter 6 Cultural-historical curriculum in action
- Thinking theoretically
- Understanding cultural-historical approaches to curriculum
- Beyond multiculturalism: Using cultural practices and engagement to support learning
- Play and a cultural-historical early childhood curriculum
- Extending learning within a cultural-historical curriculum
- Summary
- Chapter 7 Curriculum as a conceptual tool: Observation, content and programming
- Linking observation to planning in the curriculum
- What is observation and why is it important?
- The role of environments: Observations in the early childhood setting
- Zone of Proximal Development and Zone of Actual Development as a framework for assessment
- Assessment
- Scaffolding
- Cultural
- Collectivist
- Zone of Potential Development
- The role of play: Observing the child in action
- The role of transitions: The importance of observation, documentation and reflection
- The role of relationships: Documenting observations in the early childhood setting
- Shaping curriculum around key informants
- Summary
- Chapter 8 Assessing children and evaluating curriculum: Shifting lenses
- What is assessment?
- What is the purpose of assessment?
- Who is the assessment for?
- Assessing the individual or assessing groups
- Assessment across borders
- Side-by-side assessment
- The relationship between assessment and curriculum
- How others assess us
- A cultural-historical approach to assessment in schools
- Assessment, learning and evaluation are interdependent concepts
- Evaluation and assessment: Why evaluation matters
- Ethical framework for evaluation
- Planning for evaluation
- Leading evaluations: Process, input, design and outcome
- Process evaluation
- Input evaluation
- Design evaluation
- Outcome evaluation
- Curriculum, assessment and evaluation
- Summary
- Acknowledgements
- Chapter 9 Content knowledge: Science, technology, engineering and mathematics (STEM)
- Mathematical concept formation within everyday practice
- A cultural-historical reading of concept formation
- Thinking consciously about concepts
- Conceptual learning by infants and toddlers
- A curriculum model for working with everyday concepts and scientific concepts
- Curriculum in practice: Building scientific conceptual knowledge
- A way forward: Concepts, contexts and pedagogy
- Summary
- Acknowledgements
- Chapter 10 Content knowledge: Languages and literacies
- Languages and literacies
- How to encourage languages and literacies in the early years
- Assessing children’s interests in and experiences with literacies
- Storybook reading
- Writing and drawing
- Language and phonemic awareness
- Letter-name/alphabet awareness
- Environmental print
- Logical and analytical abilities
- Narrating stories
- A social practice perspective on literacies
- How to incorporate ‘out of school’ literacies in the early years setting
- Digital technologies
- Thinking about the working example (Figure 10.3)
- Summary
- Chapter 11 Content knowledge: The arts and health, wellbeing and physical activity
- Health, wellbeing and physical activity
- Physical play in the early childhood curriculum
- Thinking about the working example (Figure 11.1)
- The arts
- Thinking about the working example (Figure 11.2)
- Summary
- Chapter 12 Conclusions
- References
- Index