ERIC Number: EJ828110
Record Type: Journal
Publication Date: 2007-Mar
Abstractor: As Provided
Reference Count: 21
A Cultural-Historical Analysis of Early Childhood Education: How Do Teachers Appropriate New Cultural Tools?
Fleer, Marilyn; Robbins, Jill
European Early Childhood Education Research Journal, v15 n1 p103-119 Mar 2007
In many European heritage early childhood education communities cultural-historical theory has become increasingly influential for informing practice. Yet one of the major challenges facing the field has been the slow mobilisation of new theory into practice. This paper reports on a study of 40 early childhood pre-service students as they moved from a developmental to a cultural-historical framework for observing and planning for young children. Although the study focused on pre-service teachers, the findings are demonstrably important for practising teachers.
Descriptors: Early Childhood Education, Theory Practice Relationship, Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes, Constructivism (Learning), Nature Nurture Controversy, Heritage Education, Student Surveys, Portfolio Assessment, Cultural Context, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia