| Title: |
Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices |
| Authors: |
Newton, Jennifer Ryan; Batz, Ruby; O’Grady, Courtney; Vinh, Megan; Blanchard, Sheresa Boone |
| Source: |
International Journal of Early Years Education, ahead-of-print(ahead-of-print) |
| Publisher Information: |
Taylor & Francis |
| Publication Year: |
2024 |
| Collection: |
Carolina Digital Repository (UNC - University of North Carolina) |
| Subject Terms: |
attempt; child differences; disability; tools; inequality; young children; approach; Programme tool; injustice; NAEYC; developmental approach; National Association for the Education of Young Children; decades; children; adults; erasure; characteristics; differences; editing; National; manuscript; structure; educational structure; omission; disabled children; promote inequality; programme; teachers; practice; guidelines |
| Description: |
The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to ... |
| Document Type: |
article in journal/newspaper |
| Language: |
unknown |
| Relation: |
https://cdr.lib.unc.edu/downloads/rf55zp61j?file=thumbnail; https://cdr.lib.unc.edu/downloads/rf55zp61j |
| DOI: |
10.17615/xj4g-1b62 |
| Availability: |
https://doi.org/10.17615/xj4g-1b62; https://cdr.lib.unc.edu/downloads/rf55zp61j?file=thumbnail; https://cdr.lib.unc.edu/downloads/rf55zp61j |
| Rights: |
http://rightsstatements.org/vocab/InC/1.0/ |
| Accession Number: |
edsbas.51AA1920 |
| Database: |
BASE |