Navigating the Policy Directive of Child Autonomy in Universal Pre-Kindergarten Practice

Autor/inn/en	Michael Luna, Sara; Grey, Leslee J.
Titel	Navigating the Policy Directive of Child Autonomy in Universal Pre-Kindergarten Practice
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 3, S.282-293 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118768325
Schlagwörter	Preschool Teachers; Teaching Experience; Board of Education Policy; Personal Autonomy; Preschool Children; Access to Education; Educational Policy; Teacher Attitudes; Teaching Methods; New York (New York) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Individuelle Autonomie; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing on case-study data, this inquiry explores the lived experiences of four universal pre-kindergarten teachers to address the question: How do practitioners narratively interpret a local school district policy directive of child autonomy, use their professional capacities to reconstruct the directive to address diverse students' needs, and then implement or instruct their reconfigurations of autonomy in context-specific ways? By examining the tensions between policy and locally embodied practice, teachers' voices shed light on professional struggles within large universal pre-kindergarten programs, and offer possibilities for reconceptualizing and enacting policy directives at the community level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01