Early Childhood Communities of Inquiry : Children's and Teachers' Knowledge and Interests

Hedges Helen

ISBN 10: 3639068343 / ISBN 13: 9783639068344

Edité par VDM Verlag Dr. Müller, VDM Verlag Dr. Müller E.K., 2008

A propos de cet article

Neuware - Early childhood curriculum and pedagogy arecomplex. Although children's interests are a commonsource of early childhood curriculum, littleliterature exists that has researched the nature ofchildren s interests, nor how teachers recognise anduse these to co-construct curriculum. In addition,the highly participative, interpretive and intuitivenature of early childhood teaching means many kindsof evidence inform teachers professionalknowledge. This book provides some insights intothese matters of value to teachers, researchers andpolicy makers.An interpretation of children's interests, from asociocultural perspective, requires a moreanalytical understanding of children's and teachers knowledge, experiences and interests. Further,participatory learning enables children and teachersto co-create a foundation for conceptual learning.Two inquiry continua and one model are offered toincorporate key theoretical ideas and arguments.Using communities of inquiry as an approach has thepotential to transform early childhood learning-and-teaching environments.

N° de réf. du vendeur 9783639068344

Détails bibliographiques

• Titre: Early Childhood Communities of Inquiry : Children's and Teachers' Knowledge and Interests
• Éditeur: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller E.K.
• Date de parution: 2008
• Langue: anglais
• ISBN à 10 chiffres: 3639068343
• ISBN à 13 chiffres: 9783639068344
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 220 L x 150 H x 23 P (en millimètres) 220 millimètres de largeur par 150 millimètres de hauteur par 23 millimètres de profondeur
• Poids: 578 grammes

A propos de ce titre

Synopsis

Early childhood curriculum and pedagogy are complex. Although children's interests are a common source of early childhood curriculum, little literature exists that has researched the nature of children's interests, nor how teachers recognise and use these to co-construct curriculum. In addition, the highly participative, interpretive and intuitive nature of early childhood teaching means many kinds of evidence inform teachers' professional knowledge. This book provides some insights into these matters of value to teachers, researchers and policy makers. An interpretation of children's interests, from a sociocultural perspective, requires a more analytical understanding of children's and teachers' knowledge, experiences and interests. Further, participatory learning enables children and teachers to co-create a foundation for conceptual learning. Two inquiry continua and one model are offered to incorporate key theoretical ideas and arguments. Using communities of inquiry as an approach has the potential to transform early childhood learning-and- teaching environments.