The Capability Approach and Early Childhood Education Curricula

An Investigation into Teachers Beliefs and Practices

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Preschool & Kindergarten, Social & Cultural Studies, Social Science
Cover of the book The Capability Approach and Early Childhood Education Curricula by Antoanneta Potsi, Peter Lang
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Author: Antoanneta Potsi ISBN: 9783653963441
Publisher: Peter Lang Publication: April 22, 2016
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften Language: English
Author: Antoanneta Potsi
ISBN: 9783653963441
Publisher: Peter Lang
Publication: April 22, 2016
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Language: English

This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues’ beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators’ practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts.

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This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues’ beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators’ practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts.

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