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eBook Early Childhood Curricula and the De-pathologizing of Childhood download

by Luigi Iannacci,Rachel Heydon

eBook Early Childhood Curricula and the De-pathologizing of Childhood download ISBN: 1442610263
Author: Luigi Iannacci,Rachel Heydon
Publisher: University of Toronto Press, Scholarly Publishing Division; 1 edition (April 11, 2009)
Language: English
Pages: 208
ePub: 1529 kb
Fb2: 1719 kb
Rating: 4.7
Other formats: doc lrf txt lit
Category: Educ
Subcategory: Schools and Teaching

In Rachel Heydon and Luigi Iannacci's (2008) words, "cross-checking .

In Rachel Heydon and Luigi Iannacci's (2008) words, "cross-checking repositions curriculum as something co-created and negotiate. hereby curriculum emerges from relationships rather than from requirements" ( p. 166).

Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood.

Early Childhood Curricula and the De-pathologizing of Childhood by. Rachel Heydon, Luigi Iannacci. Heydon and Luigi Iannacci shed light on the ways in which joint . 4 A Case Study of the Pathologizing of Culturally and Linguistically Diverse Students in Early Years Classrooms. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used. This chapter takes up and extends understandings of the phenomenon of pathologizing by considering how it relates to culturally and linguistically diverse (CLD) young children. Saved in: Bibliographic Details. Main Author: Heydon, Rachel. Other Authors: Iannacci, Luigi.

Heydon, Rachel, Iannacci, Luigi Luigi Iannacci is an assistant professor in the School of Education and Professional Leanring at Trent University.

Heydon, Rachel, Iannacci, Luigi. Early Childhood Curricula and the De-pathologizing of Childhood. University of toronto press. Please find details to our shipping fees here. RRP: Recommended Retail Price. Luigi Iannacci is an assistant professor in the School of Education and Professional Leanring at Trent University.

Early childhood curricula and the de-pathologizing of childhood. Reconceptualizing assessment in early childhood education: Narrative documentation and asset-oriented ways of understanding children’s literacies

Early childhood curricula and the de-pathologizing of childhood. Reconceptualizing assessment in early childhood education: Narrative documentation and asset-oriented ways of understanding children’s literacies. International Journal of Holistic Early Learning and Development, 2, 17-33. Heydon, . Moffatt, L. & Iannacci, L. (2015).

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Part of the Critical Cultural Studies of Childhood book series (CCSC). (2008). Toronto: University of Toronto Press. In R. Heydon & L. Iannacci (Ed., Early childhood curricula and the de-pathologizing of childhood.

Educators have become increasingly interested in the diverse learning environments of young children and the ways in which children and childhood are positioned within those environments. The documentation and analysis of processes of pathologization and de-pathologization in early childhood may provide scholars with the understanding needed to develop more responsive educational approaches. Early Childhood Curricula and the De-pathologization of Childhood examines what is possible for young children when their education addresses their assets and is organized in ways that expand their identity options.

Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood. As teachers and educational researchers, they offer first-hand accounts of processes that take individual children and turn them into 'others' who are seen as deficient or 'at risk.' Through a variety of critical, qualitative case studies that examine general literacy education, special education, early childhood education, and intergenerational learning environments, this book highlights the theoretical underpinnings of asset-oriented curricular practices and suggests what is possible for young children when their education begins from and cultivates their funds of knowledge.

Written for those interested in improving the lives of children through interdisciplinary studies, this volume offers sustained theoretical engagement that will appeal to educators around the world.