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Co-constructing a responsive curriculum with early childhood providers for the inclusion of children who require extra support Gerber, Jennifer
Abstract
This study investigates the co-construction of a responsive curriculum with child care providers around the conclusion of children who require extra support. It is representative of a collaborative piece of work with the childcare providers. The main purpose of the study was to bring about an improvement in the practice of including children who require extra support. The study looked at attitudes the providers brought to bear on the context. Sensitivity to provider attitudes regarding the construction of the curriculum was integral to the study. An action research methodology was adapted to facilitate the investigation of the study. In this study I analyzed the data using the grounded theory method. My role as researcher in this study was that of a participant-observer. The conclusions indicated that studies need to be conducted regarding how society views the early childhood education profession; what constitutes knowledge in the field of early childhood education; and what the needs of the providers are in an inclusive context.
Item Metadata
Title |
Co-constructing a responsive curriculum with early childhood providers for the inclusion of children who require extra support
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
1998
|
Description |
This study investigates the co-construction of a responsive curriculum with child
care providers around the conclusion of children who require extra support. It is
representative of a collaborative piece of work with the childcare providers.
The main purpose of the study was to bring about an improvement in the
practice of including children who require extra support. The study looked at
attitudes the providers brought to bear on the context. Sensitivity to provider
attitudes regarding the construction of the curriculum was integral to the study.
An action research methodology was adapted to facilitate the investigation of
the study. In this study I analyzed the data using the grounded theory method.
My role as researcher in this study was that of a participant-observer.
The conclusions indicated that studies need to be conducted regarding how
society views the early childhood education profession; what constitutes
knowledge in the field of early childhood education; and what the needs of the
providers are in an inclusive context.
|
Extent |
3201582 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-05-23
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054816
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1998-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.