Beyond omission: Analysing the erasure of disability and inclusion in the developmentally appropriate practices.
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| Title: | Beyond omission: Analysing the erasure of disability and inclusion in the developmentally appropriate practices. |
|---|---|
| Authors: | Newton, Jennifer Ryan1 newtonj@ohio.edu, Batz, Ruby2, O'Grady, Courtney3, Vinh, Megan4, Blanchard, Sheresa Boone5 |
| Source: | International Journal of Early Years Education. Sep2024, Vol. 32 Issue 3, p647-657. 11p. |
| Subject Terms: | *Teachers, Social justice |
| Company/Entity: | National Association for the Education of Young Children |
| Abstract: | 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. .; 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. .; 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. .; 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. .), 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 address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179296871 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Beyond omission: Analysing the erasure of disability and inclusion in the developmentally appropriate practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Newton%2C+Jennifer+Ryan%22">Newton, Jennifer Ryan</searchLink><relatesTo>1</relatesTo><i> newtonj@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Batz%2C+Ruby%22">Batz, Ruby</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22O'Grady%2C+Courtney%22">O'Grady, Courtney</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Vinh%2C+Megan%22">Vinh, Megan</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Blanchard%2C+Sheresa+Boone%22">Blanchard, Sheresa Boone</searchLink><relatesTo>5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Sep2024, Vol. 32 Issue 3, p647-657. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22National+Association+for+the+Education+of+Young+Children%22">National Association for the Education of Young Children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. .; 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. .; 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. .; 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. .), 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 address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09669760.2024.2343075 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 647 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: Social justice Type: general – SubjectFull: National Association for the Education of Young Children Type: general Titles: – TitleFull: Beyond omission: Analysing the erasure of disability and inclusion in the developmentally appropriate practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Newton, Jennifer Ryan – PersonEntity: Name: NameFull: Batz, Ruby – PersonEntity: Name: NameFull: O'Grady, Courtney – PersonEntity: Name: NameFull: Vinh, Megan – PersonEntity: Name: NameFull: Blanchard, Sheresa Boone IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09669760 Numbering: – Type: volume Value: 32 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Early Years Education Type: main |
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