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Children Constructing Their Own Knowledge.
Peer reviewed Peer reviewed
Ebbeck, Marjory – International Journal of Early Years Education, 1996
Examines the proposition that children construct their own knowledge. Reviews contributions to and criticisms of Piagetian and Vygotskian theories, and considers their curricular implications. Discusses how the work of Gardner and Case extends that of Piaget. Emphasizes application of theory to a culturally relevant approach to classroom practices…
Descriptors: Child Development, Cognitive Development, Concept Formation, Constructivism (Learning)
Prisoners of the Method: Breaking Open the Child-Centered Pedagogy in Day Care Centres.
Peer reviewed Peer reviewed
Singer, Elly – International Journal of Early Years Education, 1996
Examines basic concepts forming the foundation for professional care and education of young children and how these concepts may impede interaction between teachers or caregivers and children. Critiques the concepts of natural development, developmentally appropriate curriculum, and child centeredness. Advocates increased scaffolding, increased…
Descriptors: Caregiver Child Relationship, Child Development, Class Activities, Cooperative Learning
Innovative Child Care Programmes in India.
Peer reviewed Peer reviewed
Swaminathan, Mina – International Journal of Early Years Education, 1996
Describes the history of early childhood education in India from the 1890s to the present. Presents current programs ranging from Integrated Child Development Services serving over 10 million children to small, innovative programs in local communities, noted for flexibility and responsiveness to local needs. Examines findings from innovative…
Descriptors: Community Involvement, Community Programs, Day Care, Early Childhood Education
More Flowers or More Roses? A Life with Piaget and Vygotsky.
Peer reviewed Peer reviewed
David, Tricia – International Journal of Early Years Education, 1996
Examines the significance of several developmental theories for early childhood education, including those of Piaget, Vygotsky, and Bronfenbrenner. Raises questions about how ideological assumptions and contextual factors affect theory development. Argues that contemporary theorists can share ideas, cross geographical and interdisciplinary…
Descriptors: Child Development, Context Effect, Early Childhood Education, Educational Theories
Workshop One: Values, Culture, and Identity in Early Childhood Education.
Peer reviewed Peer reviewed
Siraj-Blatchford, Iram – International Journal of Early Years Education, 1996
Presents salient features of workshop discussion examining values, culture, and identity in early childhood education. Discusses issues related to identity, child rearing, language, and curriculum content for trainers and children. Considers the relationship between minority and majority cultures, language and power relations, and dominant and…
Descriptors: Child Rearing, Cultural Context, Cultural Influences, Curriculum
Workshop Two: Child Protection; Relative Values?
Peer reviewed Peer reviewed
Taylor, Anne Sinclair – International Journal of Early Years Education, 1996
Presents salient features of workshop discussion examining child abuse. Topics discussed include cross-cultural definitions of abuse, prevalence rates, family-centered versus child-centered approaches, educational perspectives on child protection work, the need for international research, abuses of child protection systems, emotional demands on…
Descriptors: Burnout, Child Abuse, Child Welfare, Children
Workshop Three: Creativity, Problem Solving, and Constructivism.
Peer reviewed Peer reviewed
Siraj-Blatchford, John; Brudenell, Iain MacLeod – International Journal of Early Years Education, 1996
Presents salient features of workshop discussion examining good educational practice related to creative thinking and problem solving. Describes constructivist teaching, incorporating examples of classroom learning opportunities that use different forms of scaffolding and vignettes that illustrate constructive educational interactions. Explores…
Descriptors: Constructivism (Learning), Creativity, Early Childhood Education, Problem Solving
Workshop Four: Encouraging Social Collaboration through Play "The Flourishing Child."
Peer reviewed Peer reviewed
Faulkner, Dorothy – International Journal of Early Years Education, 1996
Presents salient features of workshop discussion on encouraging social collaboration through play. Main topics covered are: theories and play; play and the curriculum, including evidence that play-based curricula are developmentally appropriate, desirable educational outcomes; and promoting the value of play, including Parten's typology, grouping,…
Descriptors: Cooperation, Curriculum Development, Early Childhood Education, Interpersonal Competence
Choosing a Model. Reflecting on the Development Process of Te Whariki: National Early Childhood Curriculum Guidelines in New Zealand.
Peer reviewed Peer reviewed
Carr, Margaret; May, Helen – International Journal of Early Years Education, 1993
Reflects on the process of developing national curriculum guidelines for early childhood based on New Zealand's experience. Discusses how development involved complex interactions between the nature of early childhood in New Zealand and its history (setting), the opinions, ideas, and practice of current practitioners (consultation), and decisions…
Descriptors: Cultural Influences, Curriculum Development, Developmentally Appropriate Practices, Early Childhood Education