New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum

2003 ◽  
Vol 4 (3) ◽  
pp. 251-266 ◽  
Author(s):  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sociocultural Theory ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Social Constructivist ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
New Directions

This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

The Play Theory and Computer Games Using in Early Childhood Education

2014 ◽  
Vol 4 (3) ◽  
pp. 47-60
Author(s):  
Svetlana Gerkushenko ◽  
Georgy Gerkushenko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Games ◽  
Developmentally Appropriate ◽  
Kindergarten Teachers ◽  
Preschool Age ◽  
Play Theory ◽  
Childhood Education ◽  
Classroom Activities

The article describes the role of play in child's development and identifies the characteristics of mature play in preschool age. The paper gives an overview of the computer games for preschool children used in Russian kindergartens. The research conducted with 50 Russian kindergarten teachers provides the analysis of the most important factors of computer programs selection made by teachers for their classroom activities. It is analyzed whether the factors concern the theory of children's play and whether the kindergarten teachers need the scaffolding program for choosing computer games appropriate for children's development. It is described the essence of the scaffolding program. They are formulated the criteria for evaluating computer games to make classroom activities developmentally appropriate.

iPods, Internet and Apps, Oh My

2011 ◽  
pp. 76-95
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

The DAP Debate: Are we Throwing the Baby out with the Bath Water?

2001 ◽  
Vol 26 (2) ◽  
pp. 36-39 ◽  
Author(s):  
Maree Aldwinckle
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Knowledge Base ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Educational Practice ◽  
Childhood Education ◽  
Australian Context ◽  
Bath Water

Responses to the standardised guidelines for developmentally appropriate practice (DAP), as developed by Bredekamp in America, have sparked a debate about the usefulness of DAP as an approach to early childhood education. Australian commentators have joined this debate and are beginning to question the application of DAP in the Australian context. This article attempts to put the DAP debate into perspective by comparing aspects of the American and the Australian perspectives. Understandings of child development as a key determinant of early childhood practice are examined. Problems with detailing and articulating the evolving knowledge base from which early childhood educational practice is drawn are acknowledged. Further, the usefulness of following American trends that may not be applicable to the Australian scene is questioned.

Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

2006 ◽  
Vol 22 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Amy Cutter-Mackenzie ◽  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Early Years ◽  
Content Area ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Early Years Education ◽  
The Relationship

AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.

scholarly journals Management and Evaluation Program PAUD University

2017 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Dina Novrieta ◽  
Listini Listini
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Management Practice ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Evaluation Program ◽  
Childhood Education ◽  
Academic Activities

Abstract: Early childhood education is a development interface, the development of children combines the innate potential (genetic) and potential environmental influences.Thus, social skills in management practice is necessary.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.Implementation of early childhood that is more pressing on academic activities (reading, writing, and arithmetic) and memorization that is less meaningful for children, should be directed to learning that is centered on the interests of children by applying learning in accordance with the developmental (Developmentally Appropriate Practice) DAP. Abstrak: Pendidikan anak usia dini adalah pengembangan antarmuka, perkembangan anak yang menggabungkan potensi bawaan (genetik) dan pengaruh lingkungan potensial. Jadi, keterampilan sosial dalam praktik manajemen diperlukan. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan. dalam mencapai tujuan organisasi. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan dalam mencapai tujuan organisasi. Penerapan pendidikan anak usia dini yang lebih menekankan pada kegiatan akademik (membaca, menulis, dan berhitung) dan menghafal yang kurang bermakna bagi anak-anak, harus diarahkan untuk pembelajaran yang berpusat pada minat anak-anak dengan menerapkan pembelajaran sesuai dengan DAP perkembangan (Praktik Tepat Guna Pembangunan).

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