Beyond developmentalism? early childhood teachers' understandings of multiage grouping in early childhood education and care

Australian Journal of Early Childhood

Volumn 34, Issue 4, 2009, Pages 55-63

  Edwards, Susan ^a   Blaise, Mindy ^a   Hammer, Marie ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84869822019     PISSN: 03125033     EISSN: None     Source Type: Journal    
DOI: 10.1177/183693910903400408     Document Type: Article

References (33)

1. Blaise, M. (2005). Playing it straight!: Uncovering gender discourses in the early childhood classroom. New York and London: Routledge.
2. Blaise, M. (2009). "What a girl wants, what a girl needs": Responding to sex, gender, and sexuality in the early childhood classroom. Journal of Research in Childhood Education, 23 (4), 450-460.
3. Blaise, M., & Edwards, S. (2008, April). Researching with young children, families, and teachers: Some practical approaches. Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York.
4. Carr, M., Podmore, V., & May, H. (2002). Learning and teaching stories. Action research on evaluation in early childhood in Aotearoa-New Zealand. European Early Childhood Education Research Journal, 10(2), 115-125.
5. Cannella, G.S. (1997). Deconstructing early childhood education. New York: Peter Lang Publishing.
6. Cannella, G. S. (2005). Reconceptualising the field (of early care and education): If 'western' child development is a problem, then what do we do? In N. Yelland (Ed.), Critical issues in early childhood education, pp. 17-40. Berkshire: Open University Press.
7. Cannella, G. S., & Bailey, C. (1999). Post modern research in early childhood education. In S. Reifel (Ed.). Advances in early education and day care, Vol. 10, (pp. 3-39). Greenwich, CN: Jai Press.
8. Christensen, P. & James, A. (Eds). (2000). Research with children: perspectives and practices. London: Falmer Press.
9. Dersheid, L. (1997). Mixed-age grouped preschoolers' moral behaviour and understanding. Journal of Research in Childhood Education, 11(2), 147-151.
10. Edwards, S. (2007). From developmental-constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning and development in early childhood education. Journal of Early Childhood Research, 5(1), 89-112
11. Edwards, S. (2008). Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy. In P. G. Grotewell & Y. R. Burton (Eds.), Early childhood education: Issues and developments, (pp. 171-187). New York: Nova Science Publishers
12. Fleer, M., & Richardson, C. (2004). Observing and planning in early childhood settings: Using a sociocultural approach. Canberra: Early Childhood Australia.
13. Fleer, M., & Robbins, J. (2004) 'Yeah that's what they teach you at Uni, it's just rubbish': The participatory appropriation of new cultural tools as early childhood student teachers move from a developmental to a sociocultural framework for observing and planning. Journal of Australian Research in Early Childhood Education, 11(1), 47-62.
14. Fleer, M. (2006). The cultural construction of child development: Creating institutional and cultural intersubjectivity. International Journal of Early Years Education, 14(2),127-140
15. Foucault, M. (1980a). Two lectures. In C. Gordon (Ed.), Power/ knowledge: Selected interviews and other writings 1972-1977 (pp. 78-108). New York: Pantheon Books.
16. Foucault, M. (1980b). Truth and power. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings 1972-1977 (pp. 109-133). New York: Pantheon Books.
17. Genishi, C., Ryan, S., Ochsner, M., & Yarnall, M. (2001). Teaching in early childhood education: Understanding practices through research and theory. In. V. Richardson (Ed.), Handbook of research on teaching, (4th edn) (pp. 1175-1210). Washington, DC: American Educational Research Association.
18. Gerard, M. (2005). Bridging the gap: Towards an understanding of young children's thinking in multiage groups. Journal of Research in Childhood Education, 19 (3), 243-250.
19. Goffin, S. G. (1989). Developing a research agenda for early childhood education: What can be learned from research on teaching? Early Childhood Research Quarterly, 4, 187-204.
20. Graue, E. (2005). (De)centering the kindergarten prototype in the child-centered classroom. In S. Ryan & S. Grieshaber (Eds.), Practical transformations and transformational practices: Globalization, postmodernism, and early childhood education (pp. 39-58). New York: JAI Elsevier.
21. Grieshaber, S., & Cannella, G. S. (2001). Embracing identities in early childhood education: Diversity and possibility. New York: Teachers College Press.
22. Grieshaber, S., & Ryan, S. (2006). Beyond certainties: Postmodern perspectives, research, and the education of young children. In. B. Spodek & O.N. Saracho (Eds.), Handbook of research on the education of young children, (2nd edn) (pp. 533-554). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
23. Kessler, S., & Swadener, B. B. (1992). Reconceptualizing the early childhood curriculum: Beginning the dialogue. New York: Teachers College Press.
24. Lewis, A., & Lindsay, G. (Eds.) (2000). Researching children's perspectives. Buckingham, UK: Open University Press.
25. Logue, M. (2006). Teachers observe to learn. Differences in social behaviour of toddlers and preschools in same-age and multiage groupings. Young Children, 61(3), 70-76.
26. Moss, P., & Petrie, P. (2002). From children's services to children's spaces. Public policy, children and childhood London: RoutledgeFalmer.
27. McClellan, D., & Kinsey, S. (1999). Children's social behavior in relation to participation in mixed age or same age classrooms. Early Childhood Research and Practice, 1 (1). [Available] http://ecrp.uiuc.edu/v1n1/mcclellan.html.
28. Pring, R. (2000). Philosophy of Educational Research. London: Continuum.
29. Quann, V., & Wien, C. (2006). The visible empathy of infants and toddlers. Young Children, 61(4), 22-29.
30. Ryan, S., & Goffin, S.G. (2008). Missing in action: Teaching in early care and education. Early Education and Development, 19(3), 385-395.
31. Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. (Ed.), Handbook of research on teaching (3rd edn.), (pp. 3-36). New York: Macmillan.
32. Silin, J. (1995). Sex, death, and the education of children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press.
33. Veenman, S. (1996). Effects of multigrade and multiage classes reconsidered. Review of Educational Research, 66 (3), 323-340.