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ERIC Number: EJ793528
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1476-718X
Action or Reaction!: Reflecting on Sally Lubeck's Wisdom to Reinvent the Field of Early Education
Ryan, Sharon
Journal of Early Childhood Research, v6 n1 p69-74 2008
According to this author, the field of teaching young children is at a pivotal point in its history. On the one hand, there is an unprecedented attention from policy-makers and funders all keen to reap the proven economic, social and academic outcomes of early childhood for their communities. However, unlike the K-12 system, the provision of early childhood services has never been systematized or united in any particular way. As a consequence, along with increased investment in publicly funded early childhood programs, has come increased accountability and standardization of practices that extend from teacher education, through to what happens in the classroom of a local child care center. This standardization is evidenced in such forms as the use of mandated curriculum models in preschool, state early learning standards and the valuing of particular forms of "proof-driven" research in the academy. On the other hand, there remains in the academy and in pockets of practice internationally, those who are striving to move beyond cloned versions of teaching young children. For these individuals, a global and increasingly diverse world necessitates moving away from homogeneous views of curriculum and instruction. Partial and context specific teaching is the only "norm" that can be applied to the delicate and challenging task of educating children in the 21st century. In this reflective article, the author uses the wisdom Sally Lubeck displayed in her writing and her practice to suggest some actions for those caught in the fray of these opposing agendas. Lubeck's stance on knowledge and her particular style in the choices she made as a researcher and academic offer some important insights on how those in the academy might "act" rather than "react" to the taking over of early childhood to serve mostly economic ends.
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A