construction rather than reproduction of knowledge, through enabling children to rk creatively to realize the possibilities and handle anxiety. It can contribute the pluralistic patchwork quilt of co-existing world vie vs and rgence of a life experiments(Dahlberg, Moss and Pence 1999 $6)
It alsa means that the educator cannot rely on experts for their knowledge and child development. Instead, they actively need to build their own pictures of children as learners that capture specific children in specific circumstances at specific times David 1999) In particular, it means giving up views of the child that may work against the values of those cultures that have been silenced through traditional Western developmental views of the child
It might be argued that the individualism and independence that a Piagetian epistemology supports are quintessential mainstream American values Yet not all by other these values in high c When juxtaposed with values espoused of social groups, we get a broader understanding not only af diversity but human possibility(Lubeck 1996: 158) if
Ideas summary 4.2 explores how you plan for time, materials, space and people you adhere to a social constructionist view of children Its content represents possibilities and provocations, rather than fixed ideas about how to build curriculum from within this perspective. As you review this ldeas summary, reflect on which f the planning implications you would feel comfortable with and which would discomfort you
construction rather than reproduction of knowledge, through enabling children to rk creatively to realize the possibilities and handle anxiety. It can contribute the pluralistic patchwork quilt of co-existing world vie vs and rgence of a life experiments(Dahlberg, Moss and Pence 1999 $6) It alsa means that the educator cannot rely on experts for their knowledge and child development. Instead, they actively need to build their own pictures of children as learners that capture specific children in specific circumstances at specific times David 1999) In particular, it means giving up views of the child that may work against the values of those cultures that have been silenced through traditional Western developmental views of the child It might be argued that the individualism and independence that a Piagetian epistemology supports are quintessential mainstream American values Yet not all by other these values in high c When juxtaposed with values espoused of social groups, we get a broader understanding not only af diversity but human possibility(Lubeck 1996: 158) if Ideas summary 4.2 explores how you plan for time, materials, space and people you adhere to a social constructionist view of children Its content represents possibilities and provocations, rather than fixed ideas about how to build curriculum from within this perspective. As you review this ldeas summary, reflect on which f the planning implications you would feel comfortable with and which would discomfort you
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