Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle

Autor/inn/en	Smith, Mandy McCormick; Chao, Theodore
Titel	Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle
Quelle	In: Education Sciences, 8 (2018), Artikel 162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Smith, Mandy McCormick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Mathematics Instruction; Science Instruction; Early Childhood Education; Self Concept; Cultural Background; Cultural Awareness; Student Diversity; Preschool Teachers; Teacher Education; Critical Theory; Teaching Methods; Play; Reggio Emilia Approach + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstkonzept; Cultural identity; Kulturelle Identität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Reggio-Pädagogik
Abstract	Young American children in today's public schools live in a world in which tensions around about identity (i.e., ethnicity and race, gender continuums, language backgrounds and proficiencies, cultural values and beliefs, economic resources, schooled experiences, literacy, and im/migration history) are part of everyday conversation. However, many early childhood science and mathematics educators are reticent to engage deeply in dialogue around these identities, not only due to a common narrative where science and mathematics are interpreted as culturally-neutral, but also because few models within early childhood science and mathematics education exist on how to engage in these conversations. Given this, we ask, how can we prepare and support teachers in developing a positive awareness of culture, identity, diversity, and other critical tensions faced by our youngest learners? How can we prepare and support teachers in engaging in these critical conversations as connected to science and mathematics with young children? (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01