Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices

By Helen Hedges, J. Cullen. 2005

112 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6b658b2869ccb2836a0122e4d11a1202ec0bd801

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Amy Cutter-Mackenzie
2. Susan Edwards
3. Marilyn Fleer

In Sociology and Political Science

1. Amy Cutter-Mackenzie
2. Susan Edwards
3. Marilyn Fleer

Citations in the corpus

• Environmentalising Early Childhood Education Curriculum through Pedagogies of Play (2011, background): “…has been consideration of the extent to which children are supported in the acquisition of content knowledge through child-centred play (Hedges & Cullen, 2005; Tzuo, 2007), particularly where play-based learning involves a predominance of open-ended and freely chosen play…”
• ‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Yet historically, our profession has been strong on process, and weak on articulating cognitive content (see Hedges & Cullen, 2005; Cullen, 2009).”
• Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning (2013, background): “In recent years, this way of thinking has been challenged by research examining the extent to which young children are able to engage with and build knowledge through such play (Gibbons, 2007; Hedges & Cullen, 2005).”