In this chapter we will examine:
This chapter will examine the role of content knowledge in early childhood education across the key areas of languages and literacies, including digital learning. Issues associated with how content knowledge is related to and evidenced in the early childhood curriculum will be theorised using Fleer's work on concept formation in early childhood contexts in Chapter 9. In our opening scenario (Case study 1.1), our students voiced concerns about how to integrate domain knowledge into teaching. This chapter explores how learning domain knowledge is integral to implementing a sociocultural curriculum. In Case study 10.1 (Emergent curriculum) we revisit our students’ concern about implementing emergent curriculum:
CASE STUDY 10.1: EMERGENT CURRICULUM
Michael: I don't know and I don't understand how constructed and contested curriculum fits with curriculum planning. How can you plan curriculum if you are using the emergent curriculum approach that some teachers use?
Languages and literacies
We will first return to the questions asked of you in Chapter 3 in relation to the curriculum you use in your teaching and reflect on these questions specifically in relation to languages and literacies in your early childhood setting:
As Chapter 3 argued, all these questions shape the ways in which teachers make choices about curriculum content and how to interact with children's developing literacies knowledge and skills.