The Child And The Curriculum

The Child and the Curriculum is a seminal work in the field of education written by Catherine Isabel Dodd. The book is a thought-provoking exploration of the relationship between children, curriculum, and the educational process. Dodd argues that the curriculum should be developed in response to the child's interests and needs, rather than imposed from above. This book is a must-read for educators and anyone interested in the field of education. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

All children are born with emotional talent. If left untended, those talents can wane during the first five years of life. The text focuses on children's readiness for learning. It addresses the natural joy explicit in children's early conversations and engagement with music and their development through play with both adults and other children.

An excellent educational approach which naturally integrates a Christian world view and scriptural principles, "Teaching Children" draws on noted English educator Charlotte Mason and the Child-Light approach to learning. Child-Light puts children in touch with fine literature and teaches them through the use of "living books". Introduction by Susan Schaeffer Macaulay.

This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum. By presenting an innovative research project, in which she worked with children to share their understandings of the internationally renowned Te Whāriki curriculum, Marg Sellers explores what the curriculum means to children and how it works, as demonstrated in games they played. In generating different ways for thinking, the author draws upon her work with the philosophical imaginaries of Gilles Deleuze and Felix Guattari, whose ideas shape both the content and the non-linear structure of this book. Topics covered include: Rhizomes, rhizo-methodology and rhizoanalysis; Plateaus; De~territorialising lines of flight; Dynamic spaces; The notion of empowerment. This assemblage of Deleuzo-Guattarian imaginaries generates ways for thinking differently about children’s complex interrelationships with curriculum, and opens possibilities for re(con)ceiving – both reconceiving and receiving – children’s understandings within adult conceptions of how curriculum works for young children. This book will be of interest to early childhood students, scholars and practitioners alike, also appealing to those interested in philosophical, theoretical and practical understandings of curriculum in general.

Many curriculum books treat teaching as something teachers do to or for children. Deb Curtis and Margie Carter, best-selling authors in the early learning field, believe teaching is a collaborative process in which teachers reexamine their own philosophies and practices while facilitating children’s learning. Each chapter in this curriculum framework includes a conceptual overview followed by classroom stories and photographs to illustrate the concepts. The book helps teachers create materials and a classroom culture reflective of their values: Teach through observation, reflection, inquiry, and action, and encourage children to represent their learning in multiple ways, including songs, stories, and drama.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

In this single volume, readers will find two of John Dewey's insightful essays on education in America. He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including How We Think (1910), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939).