Follow the Leader: Attending to the Curriculum Making Potential of Preschoolers

Autor/inn/en	Miller Marsh, Monica; Zhulamanova, Ilfa
Titel	Follow the Leader: Attending to the Curriculum Making Potential of Preschoolers
Quelle	In: Early Child Development and Care, 187 (2017) 5-6, S.1004-1014 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1223069
Schlagwörter	Preschool Children; Curriculum Development; Action Research; Cooperative Programs; Observation; Photography; Interviews; Childhood Interests; Play; Integrated Curriculum; Child Development; Prior Learning; Interpersonal Communication; Electronic Learning; Visual Aids; Teaching Methods; Early Childhood Education; Participatory Research; Reggio Emilia Approach + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Projektforschung; Beobachtung; Fotografie; Interviewing; Interviewtechnik; Spiel; Kindesentwicklung; Vorkenntnisse; Interpersonale Kommunikation; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Forschungstätigkeit; Reggio-Pädagogik
Abstract	This research focused on making visible children's funds of identity [Esteban-Guitart, M., & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. "Culture & Psychology," 20(1), 31-48] and incorporating these resources into an inquiry-oriented, play-based, preschool curriculum. Participants in this collaborative action research included 4 co-investigators, 36 children aged 3-5 from diverse backgrounds, and 8 focal children and their parents/guardians. Data were gathered through observations, digital photographs, and photo-elicitation interviews. Through visual narratives and conversations guided by the children, the research team gained greater insight into children's interests and the knowledge they bring with them from home into school. We came to recognize that our perspectives of the children's interests and knowledge were limited by our inability to see their curriculum making potential and by our hesitation to offer the curriculum the children desire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01