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Humility, Continuity, and Culture:Considering Some Contemporary Realities of Early Schooling
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Abstract
This article explores three contemporary realities of early schooling. It, first, explores the need for humility in the field of early education and care we should be aware of how little we really know, and we should question what we do know. It then describes the importance of continuity and coherence in our work with children. The final section stresses the centrality of culture in making sense of children, ourselves, and teaching. A common theme runs through all three sections: the idea of early schooling as a context for development.
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관련 논문AI추천
＂They're Kids, Aren't They?＂: Culture, Quality, and Contemporary PreschoolDaniel J. Walsh한국유아교육학회 · International Journal of Early Childhood Education2005 · 제11권 제2호Rethinking Developmentally Appropriate Practice: Its Scientism and Modern EpistemologyHae-RyungYeu한국유아교육학회 · International Journal of Early Childhood Education2002 · 제8권 제1호Purpose, Philosophy and Practice : Early Education for a Preferable futureJerold P.Bauch한국유아교육학회 · International Journal of Early Childhood Education2004 · 제10권 제2호What Counts as Knowledge and What Knowledge Counts in Early Childhood Education?Susan Krieg한국유아교육학회 · International Journal of Early Childhood Education2005 · 제11권 제1호Teach Earlier, Expect Later: An Essay on Pedagogical Patience and Propaedeutic AppropriatenessGary Glen Price한국유아교육학회 · International Journal of Early Childhood Education2013 · 제19권 제2호Froebel’s Kindergarten Merging Into American Context:What Has Changed and What Has Remained?Shunah Chung한국유아교육학회 · International Journal of Early Childhood Education2006 · 제12권 제1호
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