Diversities in Early Childhood Education: Rethinking and Doing: Changing Images of Early Childhood
Editat de Celia Genishi, A. Lin Goodwinen Limba Engleză Paperback – 29 oct 2007
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Specificații
ISBN-13: 9780415957144
ISBN-10: 0415957141
Pagini: 308
Ilustrații: 8 Tables, black and white; 26 Illustrations, black and white
Dimensiuni: 152 x 229 x 17 mm
Greutate: 0.57 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Changing Images of Early Childhood
Locul publicării:Oxford, United Kingdom
ISBN-10: 0415957141
Pagini: 308
Ilustrații: 8 Tables, black and white; 26 Illustrations, black and white
Dimensiuni: 152 x 229 x 17 mm
Greutate: 0.57 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Changing Images of Early Childhood
Locul publicării:Oxford, United Kingdom
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Cuprins
Part I: Introduction
Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come?
Ranita Cheruvu, A. Lin Goodwin, and Celia Genishi
Part II: Rethinking Identities of Children in Transformed Curricular Contexts
On Listening to Child Composers: Beyond "Fix its"
Anne Haas Dyson
Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum
Marjorie Siegel and Stephanie Lukas
Learning English in School: Rethinking Curriculum, Relationships, and Time
Susan Stires and Celia Genishi
Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom
Susan L. Recchia
Marginalization, Making Meaning, and Mazes
Susan Grieshaber
Thought-Provoking Moments in Teaching Young Children:Reflections on Social Class, Sexual Orientation and Spirituality
LeslieR. Williams and Nadjwa L. E. Norton
Part III: Rethinking Policies and Programs
Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning
Althea Scott Nixon and Kris D. Gutiérrez
Listening to the Voices of Immigrant Parents
Jennifer Adair and Joseph Tobin
Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children
Marci Wai‘ale‘ale Sarsona, Sherlyn Goo, Alice Kawakami, and Kathryn Au
Catching up with Globalization: One State’s Experience of Reforming Teacher Education in the 21st Century
Sharon Ryan and Carrie Lobman
Part IV: Rethinking Teacher Education and Professional Development
Talk about Children: Developing A Living Curriculum of Advocacy and Social Justice Beatrice S. Fennimore
Disrupting the taken-for-granted: Autobiographical analysis in preservice teacher education
A. Lin Goodwin & Michele Genor
Community College Students’ Talk about Play and Early Childhood Teacher Education for Social Justice
Rachel Theilheimer
Envisioning and Supporting the Play of Preschoolers: What the Frame Does to the Picture
Rebekah Fassler and Dorothy Levin
Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice
Susi Long, Clavis Anderson, Melanie Clark, & Becky McCraw
Part V: Conclusion
Diversities Across Early Childhood Settings: Contesting Identities and Transforming Curricula
Celia Genishi and A. Lin Goodwin
Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come?
Ranita Cheruvu, A. Lin Goodwin, and Celia Genishi
Part II: Rethinking Identities of Children in Transformed Curricular Contexts
On Listening to Child Composers: Beyond "Fix its"
Anne Haas Dyson
Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum
Marjorie Siegel and Stephanie Lukas
Learning English in School: Rethinking Curriculum, Relationships, and Time
Susan Stires and Celia Genishi
Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom
Susan L. Recchia
Marginalization, Making Meaning, and Mazes
Susan Grieshaber
Thought-Provoking Moments in Teaching Young Children:Reflections on Social Class, Sexual Orientation and Spirituality
LeslieR. Williams and Nadjwa L. E. Norton
Part III: Rethinking Policies and Programs
Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning
Althea Scott Nixon and Kris D. Gutiérrez
Listening to the Voices of Immigrant Parents
Jennifer Adair and Joseph Tobin
Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children
Marci Wai‘ale‘ale Sarsona, Sherlyn Goo, Alice Kawakami, and Kathryn Au
Catching up with Globalization: One State’s Experience of Reforming Teacher Education in the 21st Century
Sharon Ryan and Carrie Lobman
Part IV: Rethinking Teacher Education and Professional Development
Talk about Children: Developing A Living Curriculum of Advocacy and Social Justice Beatrice S. Fennimore
Disrupting the taken-for-granted: Autobiographical analysis in preservice teacher education
A. Lin Goodwin & Michele Genor
Community College Students’ Talk about Play and Early Childhood Teacher Education for Social Justice
Rachel Theilheimer
Envisioning and Supporting the Play of Preschoolers: What the Frame Does to the Picture
Rebekah Fassler and Dorothy Levin
Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice
Susi Long, Clavis Anderson, Melanie Clark, & Becky McCraw
Part V: Conclusion
Diversities Across Early Childhood Settings: Contesting Identities and Transforming Curricula
Celia Genishi and A. Lin Goodwin
Notă biografică
Celia Genishi is Professor of Education at Teachers College, Columbia.
A. Lin Goodwin is Professor of Education at Teachers College, Columbia.
A. Lin Goodwin is Professor of Education at Teachers College, Columbia.
Recenzii
"By reading this book, in addition to seeing culturally responsive education taking place in classrooms across the country, readers have the opportunity to learn about policies and programs that honor families and communities as experts, adapting common notions of "best" working with the communities to which children belong to rethink and come to a shared ownership of what best truly means. Through the exploration of diverse studies, the editors and authors invite readers to rethink and do diversity in teaching, policy-making, programming, and educating teachers." -- Teachers College Record, June 27, 2008
Wilma Robles de Melendez
Program Professor of Early Childhood Education, Nova Southeastern University
"This book is appropriate at graduate level. Both Master and doctoral level courses in early childhood and multicultural education might use it as a textbook. Several chapters seem to be appropriate for students majoring in special education, reading/literacy and ESOL/bilingual education. Due to the comprehensive nature of the chapters, if I taught courses such as Diversity in Early Childhood I would adapt this book as a supplementary textbook. . . Yes, I feel that this is publishable project. I strongly feel that the need for this project and the significance of the book are well-documented in the overview of the proposal. This book seems to have potentials to help professionals and students develop a better approach toward diversity in the classrooms. Each chapter seems to be built upon sound research and be aligned with the conceptual framework of the book. The illustrations of these various inclusive practices are promising to generate reflection and development of new practices in the readers’ classrooms."
Tunde Szecsi
Associate Professor of Early Childhood Education, Florida Gulf Coast University
"This book could be used as part of a graduate course in early childhood education practices and as supplementary reading in education foundation courses. . . This is an anthology which presents a variety of voices around the issue of diversity. The many different perspectives provide valuable angles in the exploration and analysis of diversity in early childhood education. . . Yes, it’s publishable."
Wilma Robles de Melendez
Program Professor of Early Childhood Education, Nova Southeastern University
"This book is appropriate at graduate level. Both Master and doctoral level courses in early childhood and multicultural education might use it as a textbook. Several chapters seem to be appropriate for students majoring in special education, reading/literacy and ESOL/bilingual education. Due to the comprehensive nature of the chapters, if I taught courses such as Diversity in Early Childhood I would adapt this book as a supplementary textbook. . . Yes, I feel that this is publishable project. I strongly feel that the need for this project and the significance of the book are well-documented in the overview of the proposal. This book seems to have potentials to help professionals and students develop a better approach toward diversity in the classrooms. Each chapter seems to be built upon sound research and be aligned with the conceptual framework of the book. The illustrations of these various inclusive practices are promising to generate reflection and development of new practices in the readers’ classrooms."
Tunde Szecsi
Associate Professor of Early Childhood Education, Florida Gulf Coast University
"This book could be used as part of a graduate course in early childhood education practices and as supplementary reading in education foundation courses. . . This is an anthology which presents a variety of voices around the issue of diversity. The many different perspectives provide valuable angles in the exploration and analysis of diversity in early childhood education. . . Yes, it’s publishable."
Descriere
Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, this book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.