Titlebook: Against Race- and Class-Based Pedagogy in Early Childhood Education; Stephanie C. Smith Book 2015 The Editor(s) (if applicable) and The Au

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A Look inside Two Chicago Preschoolsoung children are often ignored by government agencies and researchers touting the value of prekindergarten programs. For example, the current debate in New York City over Mayor de Blasio’s call for universal prekindergarten is about how to finance it, not its necessity. Although reforms may dictate

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Urban Early Childhoodtember 2010 until the end of January 2011. For this study, I chose a Head Start agency that is known for being inspired by the Reggio Emilia Approach, a pedagogy and philosophy more common in affluent schools, and an agency that uses a pedagogical approach more typical of low-income programs in Chic

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Classroom Teachingtime). There was a period for learning centers (usually referred to as centers, or center time), small group instruction, and large motor play. The children had lunch, a literacy activity, and then settled down for a nap. However, what happened within this structure was different. Differences began

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The Development of the Whole Children. Head Start programs must provide nutritious meals to students: breakfast, lunch, and, in a full-day program, an afternoon snack. Head Start programs must also provide a period to focus on large muscle development. Both schools met these requirements by providing meals and gross motor time durin

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Field Trips and Demonstrating Internalizationi classrooms (as well as the third classroom at the site), and one was a joint field trip with Classroom 2 and another classroom from the Wright site. This was the only trip taken by Classroom 2 during my time there. Classroom 1 took no field trips away from the neighborhood.. However, the Pulaski c