Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed. (author abstract)
Preparing democratic early childhood teachers in Don’t Say Gay times: How course readings fall short
Description:
Resource Type:
Literature Review
Country:
United States
- You May Also Like
These resources share similarities with the current selection.
An early childhood development workforce for the 21st century: Professional development is key
Fact Sheets & Briefs
New York City's early childhood workforce: The foundation for quality
Fact Sheets & Briefs
Are they prepared?: Raising the bar for New York City's early childhood workforce
Fact Sheets & Briefs