What Counts as Knowledge and What Knowledge Counts in Early Childhood Education?
0
조회
0
다운로드
0
인용
0
참고문헌
초록
Abstract
It has traditionally been claimed that there is a significant difference between what teachers of very young children, and those working with older children need to know. My research investigates these claims through an analysis of university curricula. The investigation is based on a belief that research into the knowledge contexts in which pre-service teachers find themselves, offers the possibility of better understanding how participation within these contexts and communities, limits or expands the possibilities for ways of ‘knowing’ and ‘being,’ for those involved in the educative process. Underpinning this belief is an assumption that the knowledge that is documented, named, articulated, recorded and assessed, through the curriculum, is the knowledge that ‘counts’ within educational communities, and that ‘what counts’ varies considerably between educational contexts. The analysis involves investigation of a knowledge community (enrolled in a pre-service teacher education degree) within a university setting. The curriculum analysis presented here enables a detailed examination of the valued knowledge within the course, with the intent of developing a better understanding of the role that the pre-service university curriculum plays in constructing professional identity. This paper presents an analysis of one aspect of the curriculum process, the curriculum as stated in formal course documents, and this is the first part of a three phase investigation. The two subsequent phases of the research explore the connection between the documented curriculum and how it is enacted and experienced.
참고문헌 (35)
- Baker, "The dangerous and the good? Developmentalism, progress, and public Schooling", 36(4), pp.797~834 (1999)
- BERA, "Early years research: Pedagogy, curriculum and adult roles, training and professionalism" (2003), British Educational Research Association
- Berk, L. E.,, "Scaffolding children’s learning: Vygotsky and early childhood education" (1995), National Association for the Education of Young Children
- Bernstein, B, "Pedagogy, symbolic control and identity" (1996), Taylor and Francis
- Burman,E, "Deconstructing developmental psychology" (1994), Routledge
- Cannella,G.S, "Deconstructing early childhood education: Social justice and revolution", Peter Lang Publishing Inc.
- Dahlberg, G.,, "Beyond quality in early childhood education and care" (1999), Falmer Press
- Duffy, "Constructivism and the technology of instruction" (1992)
- Fairclough,N, "Discourse and social change" (1992), Blackwell
- Fleer, M. (Ed.)., "DAPcentrism, challenging developmentally appropriate practice" (1995), Australian Early Childhood Association
- Foucault, "The archeology of knowledge" (1972)
- Halliday,M, "Spoken and written language" (1985), Deakin University Press
- Hill, S.,, "100 Children go to school: Connections and disconnections in literacy development in the year prior to school and the first year of school" (1998), Department of Employment, Education, Training and Youth Affairs
- Homes, B.,, "Childhood matters: The report on the inquiry into early childhood education" (1996), Senate Employment, Education and Training References Committee
- James, A.,, "Constructing and reconstructing childhood" (1997), Falmer Press
- Jackson, "Handbook of research on curriculum" (1992), Macmillan Inc
- Jenkins,R, "Social identity" (1996), Routledge
- Lambert, E.,, "Re-thinking early childhood theory and practice" (2000), Social Science Press
- MacNaughton, "Early childhood review: Curriculum issues in research and action (Prepared for the Department of Education, Tasmania)." (1999), University of Melbourne
- MacNaughton, G.,, "Techniques for teaching young children Choices in theory and practice" (1998), Addison Wesley Longman
- Mansfield, N, "Subjectivity: Theories of the self from Freud to Haraway" (2000), Allen & Unwi
- McDevitt, T.,, "Child development and education" (2002), Merrill Prentice Hall
- Mellor,E, "Stepping stones:The development of early childhood services in Australia" (1990), Harcourt Brace Jovanovich
- NAEYC, "Principles of child development and learning that inform developmentally appropriate practice" (1996)
- Ed, "Critical studies in teacher education" (1987), Falmer Press
- Press, F.,, "OECD thematic review of early childhood education and care policy: Australian background report" (2000), Department of Education, Training and Youth Affairs
- Rainer, J. (Ed.)., "Reframing teacher education: Dimensions of a constructivist approach" (2002), Kendall[DOI]
- Schubert,W.H, "Alternative Curriculum Designs", 9(1), pp.26~31 (1994)
- Secretariat of the Senate Employment,, "Childhood Matters: The report on the inquiry into early childhood education" (1996), Commonwealth of Australia
- Services,P.D, "Teaching at ECU: A guide for all academic staff" (2003), Edith Cowan University
- Ed, "Handbook of Research on the Education of Young Children" (1993), Macmillan
- Thomas,R, "Comparing Theories of Child Development" (2000), Wadsworth
- Tyler, "Genealogies of Schooling and Subjectivity Institute for Cultural Policy Studies Faculty of Humanities Griffith University" (1993)
- Windschitl, "Framing Constructivism in Practice as the Negotiation of Dilemmas An Analysis of the Conceptual Review of Educational Research", 72(2), pp.131~175 (2002)
- Wood, L.,, "Doing Discourse Analysis: Methods for Studying Action in Talk and Text" (2000), Sage