Study Document
Diversity in Early Childhood Education Term Paper
Pages:2 (653 words)
Sources:1+
Subject:Education
Topic:Early Childhood Education
Document Type:Term Paper
Document:#7120820
Science may not be able to absolutely determine laws of human social development for all groups. In fact, a large majority of studies focus on a white, middle class population sample and therefore cannot be generalized to the entire population. Science is in itself a social construction, reflecting the biases, values, and beliefs of its practitioners. Because of its role in our society, science also perpetuates existing social hierarchies and power structures.
Postmodern theorists have responded with two suggestions for change. First, educators should include ideas and concepts from multiple disciplines to ensure an expansive set of knowledge and to validate multiple forms of human experience. Second, educators should discuss childhood development in context and with references to social and cultural realities.
Because childhood developmental theories continue to predominate, researchers lack consensus regarding developmentally appropriate practices. Incorporating postmodern theories in early childhood education training can held future educators and current teachers understand how they might be inadvertently contributing to the perpetuation of inequities: gender or otherwise. By revealing inherent biases and dominant culture values, postmodern theory can contribute far more to the obliteration of gender inequity and other social injustices than current sociological models can.
References
Alloway, N. (1999). Surveillance or personal empowerment? Macro and micro politics of gender and schooling, in B. Kamler (Ed.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 153-166). Cresskill: Hampton.
Browne, N. (2004). Gender equity in the early years. Maidenhead, England: Open University Press.
Goffin, S. (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship -- A special collection. Early Childhood Research Quarterly, 11, 117-133.
Goldstein, L.S. (1997). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.
MacNaughton, G. (1998). Improving our gender- equity 'tools': A case for discourse analysis. In N. Yelland (1998). Gender in early childhood (pp. 149-174). London and New York: Routledge.
MacNaughton, G. (2000). Rethinking gender in early…
Sample Source(s) Used
References
Alloway, N. (1999). Surveillance or personal empowerment? Macro and micro politics of gender and schooling, in B. Kamler (Ed.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 153-166). Cresskill: Hampton.
Browne, N. (2004). Gender equity in the early years. Maidenhead, England: Open University Press.
Goffin, S. (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship -- A special collection. Early Childhood Research Quarterly, 11, 117-133.
Goldstein, L.S. (1997). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.
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