The Cultural Construction of Child Development: Creating Institutional and Cultural Intersubjectivity

Autor/in	Fleer, Marilyn
Titel	The Cultural Construction of Child Development: Creating Institutional and Cultural Intersubjectivity
Quelle	In: International Journal of Early Years Education, 14 (2006) 2, S.127-140 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Child Development; Cultural Context; Early Childhood Education; Learning Theories; Student Diversity; Cultural Influences; Foreign Countries; Cultural Pluralism + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning theory; Lerntheorie; Cultural influence; Kultureinfluss; Ausland; Kulturpluralismus
Abstract	Since its inception in the early nineteenth century, early childhood education has moved beyond European communities and become institutionalized in countries such as Australian, India, Malaysia, New Zealand and Singapore. At the same time, many European countries have experienced migration, and now have broadly based culturally and linguistically diverse communities. Although early education has continued to evolve over time, some fundamental principles about the nature of learning have remained static. In drawing upon cultural-historical theory, this paper seeks to make visible early childhood institutional practices that may no longer be relevant, particularly when western theory and middle-class practices are not representative of the culturally and linguistically diverse communities they serve. In this paper, an alternative model of child development is offered that takes into account and values the diversity of children's cultural experiences. (Contains 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10