Diversities in Early Childhood Education Rethinking and Doing

ISBN-10: 0415957141

ISBN-13: 9780415957144

Edition: 2008

List price: $46.95
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Description: This edited work is a valuable resource for those studying and working with young children. Chapters emphasise the relationship between theory, research, and practice, and provide 'illustrations of equitable and inclusive practices that move us toward social justice' in the critical field of early childhood education.

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Book details

List price: $46.95
Copyright year: 2008
Publisher: Routledge
Publication date: 10/29/2007
Binding: Paperback
Pages: 312
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.880
Language: English

Celia Genishi is Professor of Education and Coordinator of the Program in Early Childhood Education, the Department of Curriculum and Teaching, Teachers College, Columbia University.

Series Editor's Introduction
Introduction
Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come?
Rethinking Identities of Children in Transformed Curricular Contexts
On Listening to Child Composers: Beyond "Fix-Its"
Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum
Learning English in School: Rethinking Curriculum, Relationships, and Time
Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom
Marginalization, Making Meaning, and Mazes
Thought-Provoking Moments in Teaching Young Children: Reflections on Social Class, Sexuality, and Spirituality
Rethinking Policies and Programs
Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning
Listening to the Voices of Immigrant Parents
Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children
Catching Up with Globalization: One State's Experience of Reforming Teacher Education in the 21st Century
Rethinking Teacher Education and Professional Development
Talk about Children: Developing a Living Curriculum of Advocacy and Social Justice
Disrupting the Taken-for-Granted: Autobiographical Analysis in Preservice Teacher Education
Community College Students Talk about Play and Early Childhood Teacher Education for Social Justice
Envisioning and Supporting the Play of Preschoolers: What the Frame Does to the Picture
Going beyond Our Own Worlds: A First Step in Envisioning Equitable Practice
Conclusion
Diversities across Early Childhood Settings: Contesting Identities and Transforming Curricula
Contributors
Index
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