Early Childhood Curriculum: Planning, Assessment, and Implementation

by Claire McLachlan , Marilyn Fleer , Susan Edwards

• ISBN13: 9780521759113
• ISBN10: 0521759110
• Edition: 1st
• Format: Paperback
• Copyright: 2010-04-13
• Publisher: Cambridge University Press

Summary

Early Childhood Curriculum addresses current approaches to curriculum for infants, toddlers and young children, ages birth to eight. It provides a comprehensive introduction to the curriculum issues that student teachers and emerging practitioners will face and equips them with the decision-making tools that will ultimately enhance and promote young children's learning. The text proposes a cultural historical framework to explore diverse approaches to early years education, drawing on research and examples of practice across a range of international contexts. It offers a clear focus on domain areas of the curriculum - the arts, health and wellbeing, literacy and language, science and maths, and information and communication technology - so that teachers are able to gain a breadth of understanding and effectively plan, design and implement curriculum strategy.

Author Biography

Claire McLachlan is Associate Professor, Early Years Education, Massey University College of Education. Marilyn Fleer is Professor, Early Childhood Education, Faculty of Education, Monash University. Susan Edwards is Senior Lecturer, Early Childhood Education, Faculty of Education, Monash University.

Table of Contents

List of figures	p. vi
List of tables	p. ix
About the authors	p. x
Acknowledgments	p. xi
Introduction	p. 1
Theory, research and the early childhood curriculum	p. 8
Development and learning - how views of development shape how curriculum is framed	p. 34
Curriculum as a cultural broker	p. 51
Interpreting early childhood curriculum	p. 63
Cultural-historical curriculum in action	p. 77
Curriculum as a conceptual tool: Observation, content and programming	p. 94
Assessing children and evaluating curriculum: Shifting lenses	p. 130
Content knowledge: The sciences, maths and numeracy	p. 157
Content knowledge: Language, literacy and ICT	p. 176
Content knowledge: The arts and health, wellbeing and physical activity	p. 198
Conclusions	p. 213
Index	p. 221
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