Efnisyfirlit

• Half-title
• Title page
• Copyright information
• Table of contents
• About the authors
• Acknowledgements
• Chapter 1 Introduction
• Unpacking the elements of an early childhood curriculum
• The early childhood curriculum
• How to use this book
• Connecting to the Early Years Learning Framework and Te Whriki
• Online resources
• Chapter 2 Theory, research and the early childhood curriculum
• What is a curriculum?
• Curriculum models
• Performance model
• Competence model
• Dominant ideologies
• Scholar academic ideology
• Social efficiency ideology
• Learner-centred ideology
• Social reconstruction ideology
• Changes in thinking about curriculum
• 1. Aims or objectives
• 2. Content or subject matter
• 3. Methods or procedures
• 4. Assessment or evaluation
• Research as a driver for change in early childhood curriculum
• Summary
• Chapter 3 Play, learning and development: How views of development shape how curriculum is framed
• Development and curriculum
• Curriculum and child development
• DAP view of development
• A cultural-historical view of development
• Imperatives in curriculum
• Italy: Reggio Emilia
• Nordic countries
• United States: NAEYC position statement
• Australia: EYLF
• New Zealand: Te Whariki
• Summary
• Chapter 4 Curriculum as a cultural broker
• Curriculum and culture
• Reflecting on the broker: What should the curriculum mediate?
• Mediating culture and curriculum: A cultural-historical perspective
• Brokering curriculum for the future?
• Thinking professionally about brokering curriculum for the future
• Summary
• Chapter 5 Interpreting early childhood curriculum
• Understanding early childhood curriculum
• Working with early childhood curriculum frameworks
• Relating early childhood curriculum to children, families and communities
• The role of professional learning in curriculum interpretation
• Summary
• Chapter 6 Cultural-historical curriculum in action
• Thinking theoretically
• Understanding cultural-historical approaches to curriculum
• Beyond multiculturalism: Using cultural practices and engagement to support learning
• Play and a cultural-historical early childhood curriculum
• Extending learning within a cultural-historical curriculum
• Summary
• Chapter 7 Curriculum as a conceptual tool: Observation, content and programming
• Linking observation to planning in the curriculum
• What is observation and why is it important?
• The role of environments: Observations in the early childhood setting
• Zone of Proximal Development and Zone of Actual Development as a framework for assessment
• Assessment
• Scaffolding
• Cultural
• Collectivist
• Zone of Potential Development
• The role of play: Observing the child in action
• The role of transitions: The importance of observation, documentation and reflection
• The role of relationships: Documenting observations in the early childhood setting
• Shaping curriculum around key informants
• Summary
• Chapter 8 Assessing children and evaluating curriculum: Shifting lenses
• What is assessment?
• What is the purpose of assessment?
• Who is the assessment for?
• Assessing the individual or assessing groups
• Assessment across borders
• Side-by-side assessment
• The relationship between assessment and curriculum
• How others assess us
• A cultural-historical approach to assessment in schools
• Assessment, learning and evaluation are interdependent concepts
• Evaluation and assessment: Why evaluation matters
• Ethical framework for evaluation
• Planning for evaluation
• Leading evaluations: Process, input, design and outcome
• Process evaluation
• Input evaluation
• Design evaluation
• Outcome evaluation
• Curriculum, assessment and evaluation
• Summary
• Acknowledgements
• Chapter 9 Content knowledge: Science, technology, engineering and mathematics (STEM)
• Mathematical concept formation within everyday practice
• A cultural-historical reading of concept formation
• Thinking consciously about concepts
• Conceptual learning by infants and toddlers
• A curriculum model for working with everyday concepts and scientific concepts
• Curriculum in practice: Building scientific conceptual knowledge
• A way forward: Concepts, contexts and pedagogy
• Summary
• Acknowledgements
• Chapter 10 Content knowledge: Languages and literacies
• Languages and literacies
• How to encourage languages and literacies in the early years
• Assessing children’s interests in and experiences with literacies
• Storybook reading
• Writing and drawing
• Language and phonemic awareness
• Letter-name/alphabet awareness
• Environmental print
• Logical and analytical abilities
• Narrating stories
• A social practice perspective on literacies
• How to incorporate ‘out of school’ literacies in the early years setting
• Digital technologies
• Thinking about the working example (Figure 10.3)
• Summary
• Chapter 11 Content knowledge: The arts and health, wellbeing and physical activity
• Health, wellbeing and physical activity
• Physical play in the early childhood curriculum
• Thinking about the working example (Figure 11.1)
• The arts
• Thinking about the working example (Figure 11.2)
• Summary
• Chapter 12 Conclusions
• References
• Index