Early childhood curriculum : planning, assessment and implementation

목차 (Table of Contents)

• CONTENTS
• About the authors = viii
• Acknowledgements = x
• Chapter 1 Introduction = 1
• Unpacking the elements of an early childhood curriculum = 3
• The early childhood curriculum = 4
• How to use this book = 6
• Chapter 2 Theory, research and the early childhood curriculum = 8
• What is a curriculum? = 9
• Curriculum models = 11
• Dominant ideologies = 14
• Changes in thinking about curriculum = 21
• Research as a driver for change in early childhood curriculum = 28
• Summary = 31
• Chapter 3 Play, learning and development : How views of development shape how curriculum is framed = 33
• Development and curriculum = 34
• Curriculum and child development = 39
• A cultural-historical view of development = 41
• Imperatives in curriculum = 45
• Summary = 48
• Chapter 4 Curriculum as a cultural broker = 49
• Curriculum and culture = 50
• Reflecting on the broker : What should the curriculum mediate? = 52
• Mediating culture and curriculum : A cultural-historical perspective = 54
• Brokering curriculum for the future? = 57
• Thinking professionally about brokering curriculum for the future = 59
• Summary = 60
• Chapter 5 Interpreting early childhood curriculum = 61
• Understanding early childhood curriculum = 62
• Working with early childhood curriculum frameworks = 63
• Relating early childhood curriculum to children, families and communities = 66
• The role of professional learning in curriculum interpretation = 69
• Summary = 73
• Chapter 6 Cultural-historical curriculum in action = 74
• Thinking theoretically = 75
• Understanding cultural-historical approaches to curriculum = 77
• Beyond multiculturalism : Using cultural practices and engagement to support learning = 79
• Play and a cultural-historical early childhood curriculum = 81
• Extending learning within a cultural-historical curriculum = 84
• Summary = 88
• Chapter 7 Curriculum as a conceptual tool : Observation, content and programming = 89
• Linking observation to planning in the curriculum = 90
• What is observation and why is it important? = 95
• The role of environments : Observations in the early childhood setting = 98
• Zone of Proximal Development and Zone of Actual Development as a framework for assessment = 101
• Zone of Potential Development = 104
• The role of play: Observing the child in action = 105
• The role of transitions : The importance of observation, documentation and reflection = 109
• The role of relationships : Documenting observations in the early childhood setting = 111
• Shaping curriculum around key informants = 120
• Summary = 121
• Chapter 8 Assessing children and evaluating curriculum: Shifting lenses = 123
• What is assessment? = 124
• The relationship between assessment and curriculum = 129
• How others assess us = 135
• A cultural-historical approach to assessment in schools = 136
• Assessment, learning and evaluation are interdependent concepts = 138
• Evaluation and assessment : Why evaluation matters = 142
• Ethical framework for evaluation = 143
• Planning for evaluation = 146
• Leading evaluations : Process, input, design and outcome = 147
• Curriculum, assessment and evaluation = 153
• Summary = 154
• Acknowledgements = 155
• Chapter 9 Content knowledge : Science, technology, engineering and mathematics (STEM) = 156
• Mathematical concept formation within everyday practice = 157
• A cultural-historical reading of concept formation = 159
• Thinking consciously about concepts = 160
• Conceptual learning by infants and toddlers = 162
• A curriculum model for working with everyday concepts and scientific concepts = 164
• Curriculum in practice : Building scientific conceptual knowledge = 165
• A way forward : Concepts, contexts and pedagogy = 177
• Summary = 177
• Acknowledgements = 178
• Chapter 10 Content knowledge : Languages and literacies = 179
• Languages and literacies = 180
• How to encourage languages and literacies in the early years = 184
• Assessing children’s interests in and experiences with literacies = 186
• A social practice perspective on literacies = 188
• How to incorporate ‘out of school’ literacies in the early years setting = 189
• Digital technologies = 194
• Thinking about the working example (Figure 10.3) = 201
• Summary = 202
• Chapter 11 Content knowledge : The arts and health, wellbeing and physical activity = 203
• Health, wellbeing and physical activity = 204
• The arts = 212
• Summary = 219
• Chapter 12 Conclusions = 220
• References = 226
• Index = 248