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Book part
Publication date: 18 November 2004

Sheralyn Campbell, Glenda MacNaughton, Jane Page and Sharne Rolfe

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be…

Abstract

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to prompt critical reflection on socially just equity praxis in early childhood education. We argue that using multiple theoretical perspectives to analyze teaching and learning can generate and drive critical reflection on equity praxis more effectively than using a single perspective that presents a single truth about teaching and learning moments.

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Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

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Book part
Publication date: 18 November 2004

Abstract

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

To view the access options for this content please click here
Book part
Publication date: 18 November 2004

Abstract

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

To view the access options for this content please click here
Book part
Publication date: 18 November 2004

Stuart Reifel

Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might…

Abstract

Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might further our thinking about early childhood education and care. This, my ninth volume as series editor, is intended to serve the continuing intent of the series to provide multi-disciplinary and interdisciplinary perspectives on a field that by its nature requires diverse perspectives. Early childhood practices have drawn on ideas from child development, curriculum studies, social work, nursing, sociology, anthropology, and other fields that inform us about children, their care, and the settings in which we implement our programs. Advances has always attempted to respect the necessary diversity of perspectives that can inform the field, and to support work that may not fit in a tidy disciplinary nook.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

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