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Early childhood curriculum : planning, assessment, and implementation / Claire McLachlan, Marilyn Fleer, Susan Edwards.

By: Contributor(s): Language: English Publisher: Cambridge ; Port Melbourne, Vic. Cambridge University Press, 2013Edition: 2nd edDescription: xii, 232 p. ill. 25 cmISBN:
  • 9781107624955
Subject(s): DDC classification:
  • 372.19 23
LOC classification:
  • LB1139.27.C3
Other classification:
  • Em.02
Summary: "In most countries, some form of curriculum has been designed by a government agency or the private sector. So why is it that the concept is so confusing and why is what is contained in the various curricula around the globe so different and highly contested? As Kiri said in the vignette, 'Surely the people who wrote those curriculum documents know what they are about?' Designing a curriculum document is a complex task and involves the use of a robust curriculum model which has been built upon a particular theoretical perspective. When you read through Chapter 2 you will be introduced to a range of curriculum theories and curriculum models. That chapter will help you as you think about and solve the issue of what is a curriculum document - at the macro level"--
Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Book Biblioteket HKR Biblioteket 372.19 McLachlan Available 11156000175105
Total holds: 0

Enhanced descriptions from Syndetics:

The second edition of Early Childhood Curriculum provides a comprehensive and lively introduction to curriculum theories, approaches and issues in early childhood settings. Drawing on contemporary research and case studies, the book employs a cultural-historical framework to illustrate a variety of approaches to early childhood education. In this new edition there is an up-to-date coverage of national curriculum documents, including the Early Years Framework and Te Whariki, a glossary of key terms and learning intentions at the beginning of each chapter. There is also an updated companion website at www.cambridge.edu.au/academic/earlychildhood. In each chapter, hypothetical transcripts and real-world examples help bring theory to life. The book explores specific domain areas, including science and mathematics; literacy and language; information and communication technology; the arts; and health and well-being. Early Childhood Curriculum equips pre-service teachers with the practical skills and tools to promote young children's learning. It is an essential resource for pre-service teachers and practitioners alike.

Previous ed.: 2010.

Includes bibliographical references (p. 210-223) and index.

"In most countries, some form of curriculum has been designed by a government agency or the private sector. So why is it that the concept is so confusing and why is what is contained in the various curricula around the globe so different and highly contested? As Kiri said in the vignette, 'Surely the people who wrote those curriculum documents know what they are about?' Designing a curriculum document is a complex task and involves the use of a robust curriculum model which has been built upon a particular theoretical perspective. When you read through Chapter 2 you will be introduced to a range of curriculum theories and curriculum models. That chapter will help you as you think about and solve the issue of what is a curriculum document - at the macro level"--

Dawson

Table of contents provided by Syndetics

  • 1 Introduction
  • 2 Theory, research and the Early Childhood Curriculum
  • 3 Development and learning - how views of development shape how curriculum is framed
  • 4 Curriculum as a cultural broker
  • 5 Interpreting Early Childhood Curriculum
  • 6 Cultural-historical curriculum in action
  • 7 Curriculum as a conceptual tool - observation, content and Programming
  • 8 Assessing children and evaluating curriculum - shifting lenses
  • 9 Content knowledge - the sciences, maths and numeracy
  • 10 Content knowledge - language, literacy and ICT
  • 11 Content knowledge - the arts and health, wellbeing and physical activity
  • 12 Conclusions