rethinking early childhood education is alive with the conviction that teaching young children involves values and vision. the teaching and learning that happens in their schools is certainly compelling—but more compelling is the story of how the community came together to create an early childhood education system. that is the premise of this book: quality early childhood education is inseparable from social justice teaching and ecological education. teachers recognize that they have much to learn about children from their families, about children’s particular ways of being in the world, about their family rituals and rhythms, and about their cultural identities. they know that their activism is an extension of their teaching, contributing to social justice efforts and modeling for children what it is to live in the world as a change-maker.
we believe that social justice and ecological teaching offers a much-needed vision for early childhood education in the face of the challenges weighing on the field and confronting the planet. social justice and ecological teaching relocates the meaning of early childhood education from school readiness to social and emotional learning and intellectual development. it asks that teachers listen closely to the social and cultural questions embedded in children’s play, and that they think carefully about how best to engage the children around those questions. in the late 1970s, teachers and caregivers of young children began to organize in protest of the unlivable wages and lack of benefits that characterize early childhood education. 2004. we asked the contributors to rethinking early childhood education to recommend some of the resources that they find useful in their work.
rethinking early childhood education is alive with the conviction that teaching young children involves values and vision. this anthology collects inspiring stories about social justice teaching with young children. included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. early childhood is when we develop our core dispositions — the habits of thinking that shape how we live. this book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. it invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. an outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. a collaboration between rethinking schools and teaching for change po box 73038 washington, d.c. 20056 email: zep@zinnedproject.org
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