Care as Curriculum: Investigating Teachers' Views on the Learning in Care

Autor/inn/en	Bussey, Katherine; Hill, Diti
Titel	Care as Curriculum: Investigating Teachers' Views on the Learning in Care
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.128-137 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1152963
Schlagwörter	Teacher Attitudes; Investigations; Definitions; Interviews; Infants; Toddlers; Preschool Teachers; Caring; Preschool Curriculum; Concept Formation; Communities of Practice; Professional Identity; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Untersuchung; Begriffsbestimmung; Interviewing; Interviewtechnik; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Care; Pflege; Sorge; Betreuung; Concept learning; Begriffsbildung; Community; Ausland; Neuseeland
Abstract	This article investigates the approach of care as curriculum and teachers' perceptions of this notion. It is a descriptive account of the interviews of four Aotearoa New Zealand-based infant and toddler teachers' perceptions of care as curriculum. Care as curriculum is a pedagogical approach that was brought to the research process. This was an approach that all of the participant teachers were familiar with due to their previous professional learning and development. The focus of this research project with infant and toddler teachers was on care rather than care and education. This is because, although care and education are integrally related, education often subsumes care. This article argues that for these four infant and toddler teachers, care is curriculum. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01