Deliberately Developmental Early Childhood Curriculum Practice

• In Event: Curriculum and Teaching in Early Childhood

Abstract

The proposed paper sheds light upon two gaps in the early childhood literature by examining two early childhood teachers’ developmental capabilities and curriculum practices. Early childhood curriculum practice is an adaptive challenge that is frequently treated as a technical problem. Consequently, numerous complicated curricular decisions are informed by tradition and habit, instead of reflective inquiry and deliberative judgment. This paper illustrates how early childhood curriculum is designed and implemented by two very different teachers of young children. Noting their developmental difference and disparate curriculum orientations, underscores the need to develop teachers’ psychological sophistication and professional repertoires throughout the course of their careers.

Author

• Daniel J Castner, Indiana University