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Mandates to implement practices that are antithetical to what we
embrace as supportive of young children's literacy learning are
pervasive. Teachers of young children are asked to teach-to-the
test in ways that take away opportunities for holistic, thoughtful,
play-oriented practices that allow children to construct knowledge
through contextualized and purposeful experiences. In 2009 the
Early Childhood Assembly was formed by a group of early childhood
educators to provide a home at the National Council for Teacher of
English for all who work with young children. Perspectives and
Provocations in Early Childhood Education is a publication of the
ECEA. The publication is intended to support teachers of young
children and those interested in studying about early literacy by
putting on offer texts with a strong emphasis on promoting
thoughtful practices that enhance the teaching and learning of
young children within and across diverse communities. All royalties
from the book go to the ECEA to help the organization advance its
goals of providing scholarships for early childhood teachers to
participate in conferences and professional development events.
Mandates to implement practices that are antithetical to what we
embrace as supportive of young children's literacy learning are
pervasive. Teachers of young children are asked to teach-to-the
test in ways that take away opportunities for holistic, thoughtful,
play-oriented practices that allow children to construct knowledge
through contextualized and purposeful experiences. In 2009 the
Early Childhood Assembly was formed by a group of early childhood
educators to provide a home at the National Council for Teacher of
English for all who work with young children. Perspectives and
Provocations in Early Childhood Education is a publication of the
ECEA. The publication is intended to support teachers of young
children and those interested in studying about early literacy by
putting on offer texts with a strong emphasis on promoting
thoughtful practices that enhance the teaching and learning of
young children within and across diverse communities. All royalties
from the book go to the ECEA to help the organization advance its
goals of providing scholarships for early childhood teachers to
participate in conferences and professional development events.
Mandates to implement practices that are antithetical to what we
embrace as supportive of young children's literacy learning are
pervasive. Teachers of young children are asked to teach-to-the
test in ways that take away opportunities for holistic, thoughtful,
play-oriented practices that allow children to construct knowledge
through contextualized and purposeful experiences. In 2009 the
Early Childhood Assembly was formed by a group of early childhood
educators to provide a home at the National Council for Teacher of
English for all who work with young children. Perspectives and
Provocations in Early Childhood Education is a publication of the
ECEA. The publication is intended to support teachers of young
children and those interested in studying about early literacy by
putting on offer texts with a strong emphasis on promoting
thoughtful practices that enhance the teaching and learning of
young children within and across diverse communities. All royalties
from the book go to the ECEA to help the organization advance its
goals of providing scholarships for early childhood teachers to
participate in conferences and professional development events.
Mandates to implement practices that are antithetical to what we
embrace as supportive of young children's literacy learning are
pervasive. Teachers of young children are asked to teach-to-the
test in ways that take away opportunities for holistic, thoughtful,
play-oriented practices that allow children to construct knowledge
through contextualized and purposeful experiences. In 2009 the
Early Childhood Assembly was formed by a group of early childhood
educators to provide a home at the National Council for Teacher of
English for all who work with young children. Perspectives and
Provocations in Early Childhood Education is a publication of the
ECEA. The publication is intended to support teachers of young
children and those interested in studying about early literacy by
putting on offer texts with a strong emphasis on promoting
thoughtful practices that enhance the teaching and learning of
young children within and across diverse communities. All royalties
from the book go to the ECEA to help the organization advance its
goals of providing scholarships for early childhood teachers to
participate in conferences and professional development events.
In this inspiring collection, 13 early childhood leaders take
action to challenge and change inequitable educational practices in
preschools and elementary schools. For them, educating for social
justice is not an empty platitude. Steadfast and resolute, they
turn rhetoric into reality as they guide early childhood teachers
to teach for social justice innovatively and strategically. Through
the voices of families, teachers, and the administrators
themselves, each chapter shares ways that these leaders use the
power entrusted in them to question and disrupt discriminatory and
marginalizing practices that deny opportunities for some students
while privileging others. The book includes insights, strategies,
and resources that administrators can use to build confidence,
knowledge, and skills as they invest in more equitable and just
schools.
Using narrative inquiry, this book shares the author's
transformative journey as a literacy teacher/researcher examining
her experience as a White, middle-class female. The author argues
that it is not enough for teachers to implement curricula and
pedagogical strategies designed to foster inclusiveness. Instead,
teachers must look inward, questioning their personal histories,
biases, and beliefs in order to develop better self-awareness. In
this book, Kuby reflects on how her self-interrogation shaped her
interactions with 5- and 6-year-olds and influenced her critical
literacy teaching. The book discusses five key questions:
Witnessing: What Do You Do With What You See and Know? Whiteness:
How Was Curriculum Shaped by My Histories? What is a Negotiated
Critical Literacy Inquiry? "We, Them, White, Black": What Language
Should Educators Use? Can Social Action be Embodied Over Time and
Space? This practical text includes a parent questionnaire, an
example of a summer programme newsletter, and reflective exercises
for pre- and in-service teachers.
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