Questioning Current Thinking And Approaches

Questioning Current Thinking and Approaches Curtis & Carter (2008) Introduction Outline Prepared by Dr. Carla Piper

What is the purpose of education? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 1)

How should we design curriculum for early childhood programs? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 1-2)

Why Question Current Thinking? ,[object Object],[object Object]

Definitions of Quality are Inadequate ,[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 2-3)

Teachers Need to Define Quality ,[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 2-3)

Factories Serve as a Model for Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 3-4)

Factories Serve as a Model for Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 3-4)

Teachers Lack Philosophical Foundations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 4)

Philosophical Foundations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 1-2)

Adults View Children as Needing to be “Readied” or Fixed ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 5)

Play is not Considered a Viable Source of Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 5)

Why play? ,[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 5)

Child-Directed and Teacher-Directed Approaches Are Presented as Opposed and Mutually Exclusive ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 7)

Continuum of Teaching Behaviors ,[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 7)

No Program Infrastructures to Support Teachers’ Reflective Practice ,[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 7-8)

Teachers and Programs are Required to Adopt Quantifiable “Research-based” Curricula ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, pp. 7-8)

Valuable Curriculum Models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 7)

Consider Mandates for Formal Curriculum Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],(Curtis & Carter, 2008, p. 8)

A Learning Organization ,[object Object],[object Object],[object Object],[object Object],[object Object]

Questioning Current Thinking And Approaches

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