Agency and Expanding Capabilities in Early Grade Classrooms: What It Could Mean for Young Children

Autor/in	Adair, Jennifer Keys
Titel	Agency and Expanding Capabilities in Early Grade Classrooms: What It Could Mean for Young Children
Quelle	In: Harvard Educational Review, 84 (2014) 2, S.217-241 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Early Childhood Education; Student Empowerment; Learning Experience; Elementary School Students; Elementary School Teachers; Economics; Physical Geography; Science Instruction; Equal Education; Immigrants; Ability; Educational Indicators + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Studienberechtigung; Lernerfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Volkswirtschaftslehre; Physische Geografie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Immigrant; Immigrantin; Immigranten; Fähigkeit; Fertigkeit; Educational indicato; Bildungsindikator
Abstract	In this essay, Jennifer Keys Adair aims to clarify the concept of "agency" as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic theories of human development, agency, and capability as they might be applied to early learning in schools. An understanding of early childhood education aimed at expanding children's capabilities stands in contrast to the currently prevalent emphasis on preparing children for the knowledge and skills tested in elementary grades. Through her classroom-based examples of student agency and her call to bring cultural and varied perspectives into the discussion, Adair hopes to encourage dynamic, agentic learning experiences for all children, not just those of privilege. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10