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ERIC Number: EJ1140360
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Follow the Leader: Attending to the Curriculum Making Potential of Preschoolers
Miller Marsh, Monica; Zhulamanova, Ilfa
Early Child Development and Care, v187 n5-6 p1004-1014 2017
This research focused on making visible children's funds of identity [Esteban-Guitart, M., & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. "Culture & Psychology," 20(1), 31-48] and incorporating these resources into an inquiry-oriented, play-based, preschool curriculum. Participants in this collaborative action research included 4 co-investigators, 36 children aged 3-5 from diverse backgrounds, and 8 focal children and their parents/guardians. Data were gathered through observations, digital photographs, and photo-elicitation interviews. Through visual narratives and conversations guided by the children, the research team gained greater insight into children's interests and the knowledge they bring with them from home into school. We came to recognize that our perspectives of the children's interests and knowledge were limited by our inability to see their curriculum making potential and by our hesitation to offer the curriculum the children desire.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A