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ERIC Number: EJ799262
Record Type: Journal
Publication Date: 2008-May
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1040-9289
Interrupting Stereotypes: Teaching and the Education of Young Children
Grieshaber, Susan
Early Education and Development, v19 n3 p505-518 May 2008
Research Findings: Despite calls to the contrary, research about teaching has tended to take a back seat to research about children's development and learning in early childhood education. After exploring why this might be the case, this essay considers the importance of teaching for early childhood education and the contexts in which it occurs in these early years of the 21st century. It presents a view from the Antipodes (Australia), a down-under perspective from the southern hemisphere where early childhood education and research associated with it have been influenced to a large extent by what happens in the northern hemisphere. Policy or Practice: The paper encourages the active interruption of stereotypical performances of early childhood practitioners and children by suggesting practitioners push the boundaries of their theoretical and practical knowledge by making way for contradictions and inconsistencies that accompany all forms of diversity and difference, taking risks, and disrupting the status quo.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia