Learning in the Making: disposition and design in early education. Authors: Margaret Carr, Anne B. Smith, Judith Duncan, Carolyn Jones, Wendy Lee & Kate Marshall. Foreword by Jacqueline Goodnow
Learning in the Making integrates theoretical ideas, research findings, and richly detailed episodes of learning to chart the development of learner identities in the early years. Learning dispositions are the central theme. The book traces the progression of learning dispositions for fourteen young children from early childhood centres into the first year of school.
To quote the Foreword by...
Learning in the Making: disposition and design in early education. Authors: Margaret Carr, Anne B. Smith, Judith Duncan, Carolyn Jones, Wendy Lee ...
Learning in the Making: disposition and design in early education. Authors: Margaret Carr, Anne B. Smith, Judith Duncan, Carolyn Jones, Wendy Lee & Kate Marshall. Foreword by Jacqueline Goodnow
Learning in the Making integrates theoretical ideas, research findings, and richly detailed episodes of learning to chart the development of learner identities in the early years. Learning dispositions are the central theme. The book traces the progression of learning dispositions for fourteen young children from early childhood centres into the first year of school.
To quote the Foreword by...
Learning in the Making: disposition and design in early education. Authors: Margaret Carr, Anne B. Smith, Judith Duncan, Carolyn Jones, Wendy Lee ...
This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within early childhood services to incorporate new ways of working with, alongside, and in collaboration with family and the wider community.
This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within...
Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the interactions taking place in early childhood curricula and pedagogy but that many of these practices often go unnoticed or unrecognized as being pedagogy. Current scholars, inspired by Foucault, acknowledge that the body is socially and culturally produced and historically situated-it is simultaneously a part of nature and society as well as a representation of the way that nature and society can be conceived. Every natural symbol...
Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the int...
Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the interactions taking place in early childhood curricula and pedagogy but that many of these practices often go unnoticed or unrecognized as being pedagogy. Current scholars, inspired by Foucault, acknowledge that the body is socially and culturally produced and historically situated-it is simultaneously a part of nature and society as well as a representation of the way that nature and society can be conceived. Every natural symbol...
Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the int...
This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within early childhood services to incorporate new ways of working with, alongside, and in collaboration with family and the wider community.
This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within...
Duncan and Conner demonstrate how collaborative research on early childhood education results in gains for educators, researchers, and children alike. Drawing on examples of successful partnerships from Canada, Australia, and New Zealand, they set out the successes, struggles, insights, and opportunities that come from such partnerships.
Duncan and Conner demonstrate how collaborative research on early childhood education results in gains for educators, researchers, and children alike....
