Dialogues and Projects: Extending young children's thinking

Jordan, Barbara

doi:10.18296/ecf.0259

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…My study contrbuted to many others whch have drawn on a dverse body of sococultural thnkng to examne the mcro nature and concerns of early chldhood care and educaton. A sococultural approach to learnng n early chldhood educaton has been advocated strongly n Australa and New Zealand and prompted many areas of research (Annng, Cullen & Fleer, 2004;Carr, 2001;Cullen, 1999Cullen, , 2000Fleer, 1992Fleer, , 1995Fleer, , 2001aFleer, , 2001bFleer, , 2003Jordan, 1999Jordan, , 2003Smth, 1996Smth, , 1998. Recent early chldhood studes n New Zealand have ncluded evaluaton of the qualty of chld care, and nvestgaton and crtque of the early chldhood currculum (Cullen, 1996;Hedges, 2000;Nuttall, 2002;Podmore, May & Mara, 1998;Rtche, 2003;Te One, 2003).…”

Section: Introductionmentioning

confidence: 99%

Beyond Child Care—How Else Could We do this?

Brennan

2007

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

Beyond child care-how else could we do this? Sociocultural reflections on the structural and cultural arrangements of contemporary Western child care Margaret Brennan Vctora Unversty of Wellngton sOCIOCulTuRAl ThEORIEs pROpOsE that social context and more experienced cultural members are integral to children's development and enculturation into their communities. However, the argument is made that the current Western cultural and structural arrangement of group public child care impedes the successful implementation of sociocultural-based curricula because of its individualised and separatist nature. Furthermore, accepting this current cultural and structural arrangement at the theoretical level means that we lose sight of the fact that young children want to be part of adults' lives and included in their communities. Separating young children and their teachers from adult communities also presents challenges for teachers when attempting to establish authentic relationships with young children and their families. The case is made that we need to reconceptualise theories to more closely align with contemporary enculturation practices and life situations if we are to reflect a truly sociocultural approach to teaching and learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Beyond Child Care—How Else Could We do this?

Brennan

2007

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

show abstract

Dialogues and Projects: Extending young children's thinking

Cited by 1 publication

References 0 publications

Beyond Child Care—How Else Could We do this?

Beyond Child Care—How Else Could We do this?

Contact Info

Product

Resources

About