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Authors
Advisor(s)
Abstract(s)
Teaching and content are contested concepts in Early Childhood Education. By presenting teaching as encompassing different dimensions – organization of the educational environment and interactions – this chapter argues the need for deep and flexible content knowledge for Early Childhood teachers since recent research reveals the relevance of knowledge that permeates the social and material contexts of childhood. The same importance has been signaled for interactions between adults and children for expanding children’s knowledge and their metacognitive awareness of learning. The chapter moves the discussion to the Portuguese curricular context, comparing the two versions of the curricular guidelines and discussing data from a national project about curriculum and assessment. The results stress the urgency of making content knowledge visible in the context and in children’s play. When the specificity of teaching and content in Early Childhood Education is not highlighted, formal practices, mimicked from higher levels of education, take the place of a Pedagogy of Early Childhood. This
might lead to less quality in practice and a loss in pedagogical richness.
Description
Keywords
currículo educação pré-escolar ensino brincar conhecimento de conteúdo
Citation
Figueiredo, M. (2022). Tensions and (re)transformations in the Portuguese Early Childhood Education curriculum. In S. Almeida, F. Sousa, & M. Figueiredo (Eds.), Curriculum autonomy policies: international trends, tensions and transformations (pp. 45-58). CICS.NOVA e Fundação Calouste Gulbenkian.
Publisher
CCIS.NOVA