Curriculum making in two voices

Dilemmas of inclusion in early childhood education

Bibliographic Data

ID12137967
AuthorsLeslie R Williams (Columbia University, corresponding author)
Year1991
Volume6
Issue3
Pages303-311
Publication date1991-09-01
Open AccessYes
TypeARTICLE
VenueEarly Childhood Research Quarterly (JOURNAL)
Journal identifiersISSN: 0885-2006 • E-ISSN: 1873-7706
PublisherElsevier BV (PUBLISHER)
DOI10.1016/s0885-2006(05)80057-2
OpenAlexW2088110252
LanguageEN
Citations received2
References cited3

This article explores ways in which the concept of inclusion as a goal of multicultural education may be understood in reference to the concerns of early childhood education. Originally defined as representation of various dimensions of diversity in children's educational experience, the concept of inclusion is broadened to encompass a dialogue between self and other. Recognition of the teacher's role as mediator among children's knowledge, attitudes, and behavior in fostering inclusionary practice is essential to the promotion of such a dialogue. Work toward these ends must begin with adults in the early childhood program before it can be done effectively with children. Adults need to understand more about the inner structures of their own cultures before they can be expected to recognize those structures in the children they teach. Likewise, adults need to examine possible discontinuities among their own attitudes, behaviors, and current knowledge as sources of negative or mixed messages to children as they strive to implement inclusionary practices in their classrooms

Curriculum · Developmental psychology · Diversity (politics · Early childhood · Early childhood education · Inclusion (mineral · Multiculturalism · Pedagogy · Political science · Promotion (chess · Sociology · Special education · Early Childhood Education and Development · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies

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