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ERIC Number: ED493211
Record Type: Non-Journal
Publication Date: 2005-Apr
Pages: 272
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-3352-1597-1
ISSN: N/A
Critical Issues in Early Childhood Education
Yelland, Nicola, Ed.
Open University Press
This book examines critical issues in early childhood education across a broad range of contexts. The issues explored are not only critical in terms of being fundamental to early childhood education but they are also critical in that they present ideas and utilize frameworks which are not traditional to the field. The topics under review include questioning the developmental basis of early childhood education and the notion of what constitutes child centered curriculum, and extends into a discussion of the complex nature of teacher's work in early childhood contexts which require new ways of reconceptualising the field and the role of the teacher in the lives of children. The chapters in the book explore contemporary issues using methodologies that are increasingly being favored by teacher educators, parents and community members who find that developmental perspectives do not satisfactorily explain and assist us in our interactions with young children and their families in the 21st century. The table of contents begins with a dedication, a list of contributors, a list of figures, and a list of tables. Chapter 1, Against the Tide: New Way in Early Childhood Education (Nicola Yelland and Anna Kilderr) follows. The chapters are then divided into 3 parts. Part I, Contemporary Views of Early Childhood Education and Teaching, contains the following chapters: (2) If "Western" Child Development Is a Problem, then What Do We Do? (Gaile S. Cannella); (3) Developmental Theory and Early Childhood Education: Necessary But Not Sufficient (Daniel J. Walsh); (4) How "Bad" Can It Be? Troubling Gender, Sexuality and Early Childhood Teaching (Mindy Blaise and Yarrow Andrew); (5) Preschool Children's Portrayals of Their Male Teacher: A Poststructural Analysis (Jennifer Sumsion); and (6) Who Can Speak? Silence, Voice, and Pedagogy (Jonathan Silin). Part II, Rethinking Early Childhood Practices, continues with the following chapters: (7) Freedom to Choose: Examining Children's Experience in Choice Time (Sharon Ryan); (8) Learning to Be a Child: Cultural Diversity and Early Years Ideology (Liz Brooker); (9) Questioning Diversity (Jeanette Rhedding-Jones); (10) Secret Children's Business: Resisting and Redefining Access to Learning in the Early Childhood Classroom (Sheralyn Campbell); and (11) "Civilization and Replicas": Disrupting Multicultural Pretend Play Props (Richard Johnson). Part III, The Emergence of New Technologies and Literacies, presents the following chapters: (12) Digikids: Young Children, Popular Culture and Media (Jackie Marsh); (13) Literarily Lost: The Quest for Meaningful Literacy Agendas in Early Childhood Education (Leonie Rowan and Eileen Honan); (14) Curriculum, Pedagogies and Practice with ICT in the Information Age (Nicola Yelland); and (15) Postmodernism, Passion and Potential for Future Childhoods (Nicola Yelland and Anna Kilderry). An index is also included.
Open University Press. The McGraw-Hill companies, Order Services, P.O. Box 182605, Columbus, OH 43218-2605. Tel: 800-262-4729; Fax: 614-759-3644; e-mail: orders_gah@mcgraw-hill.com; Web site: http://www.mcgraw-hill.co.uk/openupusa/.
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A