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Rethinking curriculum as imagined childhoods

Rebecca Staples New
Erken Çocukluk Çalışmaları Dergisi , Volume 2, pp 364-382; doi:10.24130/eccd-jecs.196720182274

Abstract: This paper proposes a reconceptualization of an early childhood curriculum as an imagined childhood such that children’s early childhood education is linked to, rather than separated from, families and communities. Drawing on research by psychological anthropologists in cultures as diverse as Italy, Norway, China and Japan, the concept of cultural models is used to explain cultural differences in parenting and early childhood education. Globalization consequences, including changing national goals, dramatic population shifts, and research on immigrant parenting are used to highlight the possibilities of cultural change. The sort of change envisioned here requires ongoing intentional and inclusive deliberations involving teachers, families and community members who imagine and negotiate better ways to care for and educate their young children. Examples from the municipal services of Reggio Emilia and other Italian communities are used to highlight the array of possibilities available when adult relationships are prioritized along with those among children. Examples of recent research by Turkish scholars is used to highlight the possibilities of change and collaboration in Turkey.
Keywords: Children / models / parenting / Curriculum / adult / early childhood / diverse / imagined / Possibilities

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