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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Pedagogical Differences and Child Outcomesools. But anecdotes and descriptions from my time in the four observed classrooms do not fully represent how different the classrooms were from each other. I coded all of my observational notes over the course of the five-month data collection period, using the work of Morais and Neves (2001) as a m

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Against Race- and Class-Based Teaching in Early Childhood Educationsocial concerns. The parents of these children had comparable views of education and chose the schools in the study for nearly the same reasons. While the children at the two schools were not of the same race, they were from racial minorities that have traditionally struggled with discrimination in

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General Summary and Conclusions,in lesson planning, the way that teachers structured their own role as facilitators and created activities for intentional teaching of skills and competencies. Planned lessons manifested themselves in different ways in the four classrooms, allowing varying levels of child input.

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2946-241X gio 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.978-1-137-48202-0Series ISSN 2946-241X Series E-ISSN 2946-2428

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Critical Information Infrastructuresams must also provide a period to focus on large muscle development. Both schools met these requirements by providing meals and gross motor time during the instructional day. All four classrooms had a morning gross motor period of at least one half hour.

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