Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Bibliographic Data
| ID | 4308153 |
|---|---|
| Authors | Sharon Ryan (0000-0001-7094-3491, Rutgers, the State University of New Jersey), Susan Grieshaber (0000-0003-2919-0904, Queensland University of Technology) |
| Year | 2005 |
| Volume | 56 |
| Issue | 1 |
| Pages | 34-45 |
| Publication date | 2005-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487104272057 |
| OpenAlex | W1973609790 |
| Language | EN |
| Citations received | 23 |
| References cited | 15 |
Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subjectivity, this article describes three pedagogies employed by the authors to enact a postmodern teacher education. After describing each of these pedagogies-situating knowledge, multiple readings, and engaging with images-an example from classroom practice is given to illustrate how these strategies come together to assist students to understand how teaching enacts power relations. The article concludes with a discussion of some of the challenges involved in trying to shift from developmental to postmodern practices in the preparation of early childhood educators
Curriculum · Early childhood education · Epistemology · Pedagogy · Postmodernism · Power (physics) · Sociology · Subjectivity · Teacher education · Child Development and Digital Technology · Early Childhood Education and Development · Literacy, Media, and Education · Philosophy · Psychology
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Becoming Intimate With Developmental Knowledge
Heterotopic Place-Making in Learning Environments
Advancing equity and inclusion in early childhood education through intersectional pedagogy
Designing English Curriculum Courses for Primary Preservice Teachers
A critique of the discursive landscape
Tensions as opportunities for transformation
Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices
Theorizing a postmodern translator education
Be careful!’ Using our words as a discursive exploration of early childhood educators regulating children’s play
Transforming early childhood experiences with digital technologies
Implicit theories and naïve beliefs
From Developmental-Constructivism to Socio-Cultural Theory and Practice
Action or Reaction
The potential of post-intentional phenomenology as a methodology for research in early childhood education
Professional ruptures in pre-service Ecec
Recycling Piaget
Race, Isolation, and Exclusion
Making a Stink About the “Ideal” Classroom
Struggling to Overcome the State's Prescription for Practice
An analysis of educators' understandings of cultural competence
Can performing happy childhood be an occupational skill required of students
Social justice storytelling and young children's active citizenship
Deconstructing Developmental Psychology
That's Funny You Don't Look Like A Teacher!
Postmodernism and Education
Critical Theories in Education
On Reassessing the Relevance of the Child Development Knowledge Base to Education
Preparing the workforce
Child development knowledge and early childhood teacher preparation
Child development knowledge
Reflections About Images,Visual Culture, and Educational Research
Interracial families
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,15 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |