Reconceptualizing Civic Education for Young Children: Recognizing Embodied Civic Action

Autor/inn/en	Payne, Katherina A.; Adair, Jennifer Keys; Colegrove, Kiyomi Sanchez Suzuki; Lee, Sunmin; Falkner, Anna; McManus, Molly; Sachdeva, Shubhi
Titel	Reconceptualizing Civic Education for Young Children: Recognizing Embodied Civic Action
Quelle	In: Education, Citizenship and Social Justice, 15 (2020) 1, S.35-46 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197919858359
Schlagwörter	Child Behavior; Civics; Early Childhood Education; Bilingual Education; General Education; Special Education; Low Income; African Americans; Hispanic Americans; Federal Programs; Sense of Community; Caring; Problem Solving; Preschool Children; Citizen Participation; Texas + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Niedriglohn; Afroamerikaner; Hispanic; Hispanoamerikaner; Care; Pflege; Sorge; Betreuung; Problemlösen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	Traditional conceptions of civic education for young children in the United States tend to focus on student acquisition of patriotic knowledge, that is, identifying flags and leaders, and practicing basic civic skills like voting as decision-making. The "Civic Action and Young Children" study sought to look beyond this narrow vision of civic education by observing, documenting, and contextualizing how young children acted on behalf of and with other people in their everyday early childhood settings. In the following paper, we offer examples from three Head Start classrooms to demonstrate multiple ways that young children act civically in everyday ways. When classrooms and teachers afford young children more agency, children's civic capabilities expand, and they are able to act on behalf of and with their community. Rather than teaching children about democracy and citizenship, we argue for an embodied, lived experience for young children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01