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Found in Translation: Connecting Reconceptualist Thinking with
Early Childhood Education Practices highlights the relationships
between reconceptualist theory and classroom practice. Each chapter
in this edited collection considers a contemporary issue and
explores its potential to disrupt the status quo and be meaningful
in the lives of young children. The book pairs reconceptualist
academics and practitioners to discuss how theories can be relevant
in everyday educational contexts, working with children who are
from a wide range of cultural, ethnic, gender, language, and social
orientations to enable previously unimagined ways of being,
thinking, and doing in contemporary times.
Found in Translation: Connecting Reconceptualist Thinking with
Early Childhood Education Practices highlights the relationships
between reconceptualist theory and classroom practice. Each chapter
in this edited collection considers a contemporary issue and
explores its potential to disrupt the status quo and be meaningful
in the lives of young children. The book pairs reconceptualist
academics and practitioners to discuss how theories can be relevant
in everyday educational contexts, working with children who are
from a wide range of cultural, ethnic, gender, language, and social
orientations to enable previously unimagined ways of being,
thinking, and doing in contemporary times.
Explore how one classroom community played with and collaboratively
engaged in authorship. The authors illustrate how curriculum can be
authentically and meaningfully integrated. They also offer a unique
perspective on the development of language and literacy practices
by framing children's play narratives as the foundation from which
rich curricula can grow.
Explore how one classroom community played with and collaboratively
engaged in authorship. The authors illustrate how curriculum can be
authentically and meaningfully integrated. They also offer a unique
perspective on the development of language and literacy practices
by framing children's play narratives as the foundation from which
rich curricula can grow.
For the young child, art is a way of solving problems,
conceptualising the world, and creating new possibilities. In
Everyday Artists, the author addresses the disconnect that exists
between the teaching of art and the way young children actually
experience art. In doing so, this book questions commonly held
notions and opens up exciting new possibilities for art education
in the early childhood classroom. A practicing teacher herself,
Bentley uses vignettes of children's everyday activities from block
building to clean-up to outdoor play to help teachers identify and
scaffold the genuine artistic practice of young children.
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