Action or reaction!: Reflecting on Sally Lubeck's wisdom to reinvent the field of early education

Journal of Early Childhood Research

Volumn 6, Issue 1, 2008, Pages 69-74

  Ryan, Sharon ^a,b  

^a RUTGERS UNIVERSITY   (United States)

^b The State University of New Jersey   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 46349090107     PISSN: 1476718X     EISSN: None     Source Type: Journal    
DOI: 10.1177/1476718X07086602     Document Type: Article

References (14)

1. Bredekamp, S. (1987) Guidelines for Developmental Appropriate Practice in Early Childhood Programs. Washington, DC: National Association for the Education of Young Children.
2. Bredekamp, S. and Copple, C. (1997) Developmentally Appropriate Practice in Early Childhood Programs, rev. edn. Washington, DC: National Association for the Education of Young Children.
3. Charlesworth, R. (1998) 'Developmentally Appropriate Practice is for Everyone', Childhood Education 74 (5). 274 - 82.
4. Foucault, M. (1980) Power/Knowledge: Selected Interviews and Other Writings 1972-1977. New York: Pantheon Books.
5. Genishi, C., Huang, S. and Glupczynski, T. (2005) ' Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course ', in S. Ryan and S. Grieshaber (eds) Practical Transformations and Transformational Practices: Globalization, Postmodernism and Early Childhood Education, pp. 161 - 92. Stamford, CT: JAI / Elsevier Science.
6. Genishi, C., Ryan, S., Ochsner, M. with Yarnall, M. (2001) ' Teaching in Early Childhood Education: Understanding Practices through Research and Theory ', in V. Richardson (ed.) Handbook of Research on Teaching, 4 th edn, pp. 1175 - 210. Washington, DC: American Educational Research Association.
7. Grieshaber, S. and Ryan, S. (2006) 'Beyond Certainties: Postmodern Approaches and Research about Teaching Young Children', in B. Spodek and O. Saracho (eds) Handbook of Research on the Education of Young Children, pp. 533 - 53. Mahwah, NJ: Erlbaum.
8. Lobman, C. (2005) ' Improvisation: Postmodern Play for Early Childhood Teachers ', in S. Ryan and S. Grieshaber (eds) Practical Transformations and Transformational Practices: Globalization, Postmodernism and Early Childhood Education, pp. 243 - 72. Stamford, CT: JAI / Elsevier Science.
9. Lubeck, S. (1994) 'The Politics of Developmentally Appropriate Practice: Exploring Issues of Culture, Class and Curriculum', in B. Mallory and R. New (eds) Diversity and Developmentally Appropriate Practices: Challenges for Early Childhood Curriculum, pp. 17 - 43. New York: Teachers College Press.
10. Lubeck, S. (1996) 'Deconstructing "Child Development Knowledge" and "Teacher Preparation"', Early Childhood Research Quarterly 11 (2). 147 - 67.
11. Lubeck, S. (1998) 'Is developmentally Appropriate Practice for Everyone?', Childhood Education 74 (5). 283 - 92.
12. Ryan, S. and Grieshaber, S. (2005) 'Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education', Journal of Teacher Education 56: 34 - 45.
13. Sumsion, J. (2005) ' Putting Postmodern Theories into Practice in Early Childhood Teacher Education ', in S. Ryan and S. Grieshaber (eds) Practical Transformations and Transformational Practices: Globalization, Postmodernism and Early Childhood Education, pp. 193 - 216. Stamford, CT: JAI / Elsevier Science.
14. Viruru, R. (2005) ' Postcolonial Theory and the Practice of Teacher Education ', in S. Ryan and S. Grieshaber (eds) Practical Transformations and Transformational Practices: Globalization, Postmodernism and Early Childhood Education, pp. 139 - 60. Stamford, CT: JAI / Elsevier Science.