An evolutionary model of child development has become normalized in ECE

In many European heritage communities, a significant amount of programme support material available to early childhood teachers has been developed on a child development model in which social, emotional, physical and cognitive development are privileged. Of significance is the assumption that this model of child development should underpin quality-assurance and government regulations, particularly in relation to observing, assessing and planning for children’s learning. In effect, an evolutionary model of child development has become normalized as the dominant approach within the institution of early childhood education. For early childhood professionals to reframe their thinking and to adopt a new conceptual framework, further examination of the institutional nature of early childhood education is needed.” (133)

What is needed is a new model for re-forming early childhood education within communities that are culturally and linguistically diverse families. A new model would need to be conceptualized in ways that bring together the values of culturally and linguistically diverse families. …what becomes apparent is the need for a cultural and institutional form of intersubjectivity for shaping early childhood education.” (136)

Ref: Marilyn Fleer (2006) ‘The cultural construction of child development: creating institutional and cultural intersubjectivity’ International Journal of Early Years Education 14(2)June: 127-140


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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