Reaching for consensus about preschool curricula

Datos Bibliográficos

ID21369952
AutoresJeanne L Reid (0000-0001-9144-3189), Sharon Lynn Kagan
Año2022
Volumen104
Número2
Páginas50-55
Fecha de publicación2022-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPhi Delta Kappan (JOURNAL)
Identificadores de la revistaISSN: 0031-7217 • E-ISSN: 1940-6487
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00317217221130634
OpenAlexW4297360920
IdiomaEN
Citas recibidas5
Referencias citadas8

The need for equitable access to high-quality preschool has recently gained unprecedented attention. As states and districts strive to expand access while promoting quality, curriculum quality has emerged as a critical component of preschool programs that promote young children’s learning. Yet many educators make curricular decisions with insufficient guidance on what constitutes curricular quality. Indeed, deep divisions in the field are evident regarding how to define quality in preschool curricula. Jeanne L. Reid and Sharon Lynn Kagan explore the areas of consensus and disagreement among early education leaders. They argue that — using guidance from a study at the National Academies of Sciences, Engineering, and Medicine and drawing from international models of curriculum frameworks — the field can move toward consensus on what constitutes a high-quality curriculum and thus help to fulfill the promise of equitable access to high-quality preschool

Curriculum · Curriculum development · Engineering ethics · Epistemology · Field (mathematics) · Pedagogy · Political science · Public relations · Quality (philosophy) · Sociology · Early Childhood Education and Development · Education Systems and Policy · Educational and Psychological Assessments · Engineering · Psychology