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ERIC Number: EJ643659
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0966-9760
Early Childhood Teachers' Theories of Progression and Continuity.
Wood, Elizabeth; Bennett, Neville
International Journal of Early Years Education, v9 n3 p229-43 Oct 2001
Examined early childhood teachers' understanding of progression and continuity in learning and their interpretations of England's National Curriculum policies. Found that teachers engage in a process of resistance, adaptation, and mediation to reconcile tensions between curriculum-centered and learner-centered approaches; they are thus active agents of change, and their theories function as a challenge and critique to National Curriculum policies. (Author/JPB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)