Early Childhood Curriculum Construction and Classroom Practice.

Autor/inn/en	Spodek, Bernard; Saracho, Olivia N.
Titel	Early Childhood Curriculum Construction and Classroom Practice.
Quelle	(1988), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Child Development; Curriculum Design; Curriculum Development; Early Childhood Education; Educational Objectives; Educational Theories; Ethnic Groups; Foreign Countries; Social Influences; Teacher Influence; China + Suchen Sie Ihr Suchwort? Kindesentwicklung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Educational theory; Theory of education; Bildungstheorie; Ethnie; Ausland; Sozialer Einfluss
Abstract	While construction of early childhood education curricula requires the use of educational and developmental theories, significant differences between the two domains exist. Whereas educational theories are particularistic and maximalist, developmental theories are universalist and minimalist. Developmental theory views change in individuals as being a result of multiple influences, while educational theory looks essentially on the influence of practice on individuals. One type of theory can inform the other, but one cannot be derived from the other. Knowledge of child development can help educators understand what young children are capable of knowing, how children come to know what they know, and how they know that what they know is true. But what young children need to know is not solely determined by what certain children are capable of knowing; it is also determined by what society thinks it is important for children to know. Goals of early childhood education, which are largely unstated, should be made explicit. Efforts to make these goals explicit will be helped by analysis of early childhood education programs that result from traditions different from the American mainstream. Teachers' theories of appropriate practices influence ways in which curricula are implemented. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC