This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy. The structure of classroom pedagogies is defined using Basil Bernstein's theories of visible and invisible pedagogy.

Autorentext

Stephanie C. Smith is Assistant Professor of Curriculum and Instruction at the University of Illinois at Urbana-Champaign, USA.

Inhalt

PART I: LEGACIES OF RACE AND CLASS BASED PEDAGOGIES IN EARLY CHILDHOOD 1. A Look inside Two Chicago Preschools 2. Early Childhood Policy and Practice 3. Urban Early Childhood PART II: INSIDE OF CLASSROOMS, INSIDE OF PEDAGOGY 4. Classroom Teaching 5. The Development Of The Whole Child 6. Classroom Management 7. Roles of Teachers and Language Codes 8. Field Trips and Demonstrating Internalization 9. Engaging Parents PART III: DIFFERING PEDAGOGIES, DIFFERING OUTCOMES 10. Pedagogical Differences and Child Outcomes 11. Against Race- and Class- Based Teach in Early Childhood Education