Problem-posing with Multicultural Children's Literature documents
an ongoing qualitative study of early childhood teachers using a
problem-posing method with multicultural children's literature.
Grounded in critical theory, the text has been written for use in
upper-division undergraduate- and graduate-level classes that study
infants, toddlers, preschoolers, kindergartners, and students in
grades one and two. The book uses examples from both early
childhood and elementary teacher education students, and practicing
teachers' work as they study critical literacy, multicultural
children's literature, and integrated early childhood curriculum.
This structure provides insights into guided research in child
development, cultural and linguistic contexts, learning theory,
strategies for teaching young children, family advocacy, and all
related aspects of early childhood teacher education as the
learners move through the activities.
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