“I Think They All Felt Distressed!” Talking about Complex Issues in Early Childhood

Autor/inn/en	Bentley, Dana; Reppucci, Anthony
Titel	“I Think They All Felt Distressed!” Talking about Complex Issues in Early Childhood
Quelle	In: Childhood Education, 89 (2013) 1, S.9-14 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2013.757179
Schlagwörter	Young Children; Preschool Education; Holidays; United States History; Discussion (Teaching Technique); Teaching Methods; Social Justice; American Indians; American Indian History; Consciousness Raising + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Vorschulerziehung; Holiday; Feiertag; Ferien; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; American Indian; Indianer; Bewusstseinsbildung
Abstract	The Thanksgiving Day holiday celebrated in the United States is generally traced to a first harvest celebration in the newly established Plymouth colony (present-day Massachusetts). Traditional storytelling describes the first Thanksgiving feast as having been attended by 53 Pilgrims (the European settlers) and 90 Native Americans. The holiday can bring up some very complex issues for discussion, however, when one considers the devastating effect of European colonization in North America on the indigenous societies. For teachers educated in the United States, "traditional" details of the Thanksgiving story frame our thinking from a very young age. This article presents discussions of Thanksgiving in a preschool class to show what becomes possible in early childhood classrooms when space is allowed for complexity, dialogue, multiple perspectives, and a divergence from the dominant, simple "happily ever afters" that are so often presented to young children. It represents a step in the direction of critical awareness and understanding from the perspectives of young children. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10