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ERIC Number: EJ839295
Record Type: Journal
Publication Date: 2005-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1090-1027
Responsible Eclecticism: Using a Structured Analysis Process to Facilitate Curriculum Discourse with Graduate Preservice Early Childhood Students
Jaruszewicz, Candace
Journal of Early Childhood Teacher Education, v26 n4 p361-375 Oct 2005
Teaching from an informed and culturally responsive philosophy of education is critical for teaching in the 21st century and engagement in reconceptualizing the field of early childhood. This article describes a process used with graduate preservice early childhood education students over a two-course sequence, to generate a personal philosophy through structured synthesis of (a) personal beliefs, (b) major schools of Western thought, (c) non-Western educational traditions, and (d) widely known and used early childhood curriculum models. Five key questions, numerous graphic organizers, criterion-referenced rubrics, and examples of student work are provided to illustrate the process used for content analysis and reflective activities. (Contains 3 tables.)
Routledge. 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; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina