Literaturnachweis - Detailanzeige
| Autor/inn/en | Ashton, Emily Johanna; Mah, Kai Wood; Rivers, Patrick Lynn |
|---|---|
| Titel | Spatialising the Curriculum |
| Quelle | In: Journal of Curriculum Studies, 52 (2020) 2, S.177-194 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Rivers, Patrick Lynn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| DOI | 10.1080/00220272.2019.1657956 |
| Schlagwörter | Foreign Countries; Early Childhood Education; Child Development; Educational Environment; Educational Facilities Design; National Curriculum; Architecture; South Africa |
| Abstract | From Froebel and the constructivists's early educational theories to more recent posthumanist thinking, early childhood development (ECD) has been understood to be optimal when it occurs at the level of senses and bodies. 'Integration' discourses prevalent in ECD educational policy and curriculum debates have pointed towards sensing bodies in space. But efforts to bring sensing bodies and space to the centre of ECD practice has remained incomplete. With research-creation's more open lens, we use the project upon which this article is based to gesture towards how curricula might be spacialised with sensing bodies in mind. We do this by designing, constructing, and studying a prototype ECD learning environment in South Africa at the level of material objects and spaces with curricular and policy imperatives imbricated into the building structure itself. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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