Beschreibung
In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.
Autorenportrait
Veronica Pacini-Ketchabaw is Associate Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria.
Inhalt
Inhaltsverzeichnis
