Diversities in Early Childhood Education: Rethinking and Doing

306 Pages·2007·3.326 MB·English

by  Celia Genishi, A. Lin Goodwin

Diversities in Early

Childhood Education

9780415957144
Diversities in Early Childhood Education
Size: 229 x 152mm Spine size: 17 mm Color pages: Binding: Paperback
Changing Images of Early Childhood
Series Editor: Nicola Yelland
Rethinking Parent and Child Confl ict
Susan Grieshaber
Childhood and Postcolonization: Power, Education, and Contemporary
Practice
Gaile S. Cannella and Radhika Viruru
Playing It Straight: Uncovering Gender Discourse in Early Childhood Education
Mindy Blaise
Shift to the Future: Rethinking Learning with New Technologies in Education
Nicole Yelland
Early Childhood Qualitative Research
J. Amos Hatch
Diversities in Early Childhood Education: Rethinking and Doing
Edited by Celia Genishi and A. Lin Goodwin
Diversities in Early
Childhood Education
Rethinking and Doing
Edited by
Celia Genishi and A. Lin Goodwin
New York London
Routledge Routledge
Taylor & Francis Group Taylor & Francis Group
270 Madison Avenue 2 Park Square
New York, NY 10016 Milton Park, Abingdon
Oxon OX14 4RN
© 2008 by Taylor & Francis Group, LLC
Routledge is an imprint of Taylor & Francis Group, an Informa business
Transferred to Digital Printing 2009
International Standard Book Number-13: 978-0-415-95714-4 (Softcover) 978-0-415-95713-7 (Hardcover)
No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic,
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Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Diversities in early childhood education : rethinking and doing / edited by Celia
Genishi and A. Lin Goodwin.
p. cm. -- (Changing images of early childhood)
Includes bibliographical references and index.
ISBN 978-0-415-95713-7 (hb : alk. paper) -- ISBN 978-0-415-95714-4 (pb : alk.
paper)
1. Early childhood education. 2. Multicultural education. I. Genishi, Celia,
1944- II. Goodwin, A. Lin. III. Title. IV. Series.
LB1139.23.D58 2008
372.21--dc22 2007011498
Visit the Taylor & Francis Web site at
http://www.taylorandfrancis.com
and the Routledge Web site at
http://www.routledge.com
Dedication
To Ed and James, our touchstones for life
v

Contents
Series Editor’s Introduction ix
Introduction
1 Responding to Multiple Diversities in Early Childhood
Education: How Far Have We Come? 3
A. LIN GOODWIN, RANITA CHERUVU, AND CELIA GENISHI
Part I Rethinking Identities of Children in Transformed
Curricular Contexts
2 On Listening to Child Composers: Beyond “Fix-Its” 13
ANNE HAAS DYSON
3 Room to Move: How Kindergarteners Negotiate
Literacies and Identities in a Mandated
Balanced Literacy Curriculum 29
MARJORIE SIEGEL AND STEPHANIE LUKAS
4 Learning English in School: Rethinking Curriculum,
Relationships, and Time 49
SUSAN STIRES AND CELIA GENISHI
5 Teaching Caring: Supporting Social and Emotional
Learning in an Inclusive Early Childhood Classroom 67
SUSAN L. RECCHIA
6 Marginalization, Making Meaning, and Mazes 83
SUSAN GRIESHABER
7 Th ought-Provoking Moments in Teaching
Young Children: Refl ections on Social Class,
Sexuality, and Spirituality 103
LESLIE R. WILLIAMS AND NADJWA E. L. NORTON
Part II Rethinking Policies and Programs
8 Digital Literacies for Young English Learners:
Productive Pathways toward Equity and Robust Learning 121
ALTHEA SCOTT NIXON AND KRIS D. GUTIÉRREZ
vii
viii • Contents
9 Listening to the Voices of Immigrant Parents 137
JENNIFER ADAIR AND JOSEPH TOBIN
10 Keiki Steps: Equity Issues in a Parent-Participation
Preschool Program for Native Hawaiian Children 151
MARCI WAI‘ALE‘ALE SARSONA, SHERLYN GOO, ALICE
KAWAKAMI, AND KATHRYN AU
11 Catching Up with Globalization: One State’s Experience of
Reforming Teacher Education in the 21st Century 167
SHARON RYAN AND CARRIE LOBMAN
Part III Rethinking Teacher Education and Professional
Development
12 Talk about Children: Developing a Living Curriculum
of Advocacy and Social Justice 185
BEATRICE S. FENNIMORE
13 Disrupting the Taken-for-Granted: Autobiographical
Analysis in Preservice Teacher Education 201
A. LIN GOODWIN AND MICHÈLE GENOR
14 Community College Students Talk about Play and Early
Childhood Teacher Education for Social Justice 219
RACHEL THEILHEIMER
15 Envisioning and Supporting the Play of Preschoolers:
What the Frame Does to the Picture 233
REBEKAH FASSLER AND DOROTHY LEVIN
16 Going beyond Our Own Worlds: A First Step in
Envisioning Equitable Practice 253
SUSI LONG, CLAVIS ANDERSON, MELANIE CLARK, AND
BECKY MCCRAW
Conclusion
17 Diversities across Early Childhood Settings: Contesting
Identities and Transforming Curricula 273
CELIA GENISHI AND A. LIN GOODWIN
Contributors 279
Index 287
Series Editor’s Introduction
Early childhood education has long been organized around and justifi ed
by the principles of developmentally appropriate practice (DAP) that were
derived from developmental psychology early last century. Th e theories of
learning and socialization inherent to this discipline were conceptualized in
vastly diff erent social, economic, and political contexts, and it has become
increasingly evident that they cannot frame or explain the complex nature
of the lives of the diverse groups of young children who attend our schools
in the 21st century. Our education systems oft en seem to promote universal
justifi cations for educational practices that are based on the view that chil-
dren are a homogenous group that should aspire to the acquisition of a set of
common attributes that are deemed to be necessary for all. Th e basis of this
premise needs to be interrogated and challenged, with alternative viewpoints
being canvassed and discussed in a collaborative forum. Th e books in this
series are designed to assist students and professionals in early childhood
education to engage in such dialogues from an informed base. Th ey consider
alternative theoretical perspectives and demonstrate their relevance to every-
day practices. In doing so, they enable us to create learning environments
that are underpinned by respect for all and adherence to the principles of
equity and social justice.
In this volume, Celia Genishi and Lin Goodwin have assembled an
excellent and wide-ranging group of authors who have an extensive array
of experiences with young children, their families, and community groups.
Th e content focuses on important issues associated with social justice and
the diversity of lived experiences that early childhood educators encounter
on a daily basis in their work with young children. Th ey state that we need
to move beyond a consideration of these issues that use a defi cit, or cultur-
ally deprived, model grounded in comparisons of the ways in which such
groups deviate from white, middle-class, social, cultural, and educational
norms. Instead, the authors in this book provide ways in which we can use
a cultural diff erence paradigm in order to understand how cultural dif-
ferences can be a source of inspiration for early childhood educators who
wish to understand the impact of the life worlds of students on their educa-
tional experiences. Th ey achieve this via a consideration of diversities in the
context of the design, delivery, curriculum, and control of early childhood
programs.
ix