Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices
Saved in:
| Title: | Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices |
|---|---|
| Language: | English |
| Authors: | Jennifer Ryan Newton (ORCID |
| Source: | International Journal of Early Years Education. 2024 32(3):647-657. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | Developmentally Appropriate Practices, Inclusion, Early Childhood Education, Students with Disabilities, Attitudes toward Disabilities, Equal Education, Normalization (Disabilities), Race, Critical Race Theory, Educational Change |
| DOI: | 10.1080/09669760.2024.2343075 |
| ISSN: | 0966-9760 1469-8463 |
| 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. 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 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437436 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
