![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
There is tension growing in early childhood education between an emphasis on higher learning standards, teacher-directed activities, and evidence-based instructional methods and maintaining active, dynamic and integrated learning experiences for young children. This short essay highlights the ways in which our existing values and beliefs, theories, and epistemologies about early childhood education can be transformed using a critical lens.
References
Section:
| Apple, M. (1996) Cultural Politics and Education. New York: Teachers College Press. Google Scholar | |
| Freire, P. (1998) Pedagogy of Freedom. Lanham, MD: Rowan & Littlefield. Google Scholar | |
| Greene, M. (1988) The Dialectic of Freedom. New York: Teachers College Press. Google Scholar | |
| Hooks, B. (1994) Teaching to Transgress. New York: Routledge. Google Scholar | |
| Noddings, N. (2002) Educating Moral People. New York: Teachers College Press. Google Scholar |
