Elizabeth P. Quintero Knihy

Problem-posing with Multicultural Children’s Literature documents an ongoing qualitative study of early childhood teachers using a problem-posing method with multicultural children’s literature. Grounded in critical theory, the text has been written for use in upper-division undergraduate- and graduate-level classes that study infants, toddlers, preschoolers, kindergartners, and students in grades one and two. The book uses examples from both early childhood and elementary teacher education students, and practicing teachers’ work as they study critical literacy, multicultural children’s literature, and integrated early childhood curriculum. This structure provides insights into guided research in child development, cultural and linguistic contexts, learning theory, strategies for teaching young children, family advocacy, and all related aspects of early childhood teacher education as the learners move through the activities.

Resource added for the Early Childhood Education program 103071.

Focusing on the impact of teachers' personal reading histories, this book explores how these experiences shape their literacy instruction and professional decisions. It highlights the importance of authentic literacy practices over rigid, skill-focused methods, using autobiographical accounts from teachers to advocate for creative and responsive teaching. By addressing the backlash against whole language approaches, it aims to contribute positively to ongoing discussions about effective literacy education, promoting a more meaningful and engaging framework for teaching reading and writing.

Storying Learning in Early Childhood documents philosophical, research, and critical questions about notions of childrens' experiences and learning potential that heavily influence the profession. This book brings into focus policy issues, economic issues, and political realities that affect us all as we engage in curriculum and assessment.

This is a book about story, the human experience, teaching and learning, creativity and community. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs.

Becoming a Teacher in the New Bringing Communities and Classrooms Together uses a critical, problem-posing format to present information pertinent to introductory courses for the study of education. This book is written for all educators who are investigating teaching and learning in a world that demands of its teachers new knowledge and understanding. In addition to the foundational information, there is attention given to global perspectives with an emphasis on family and community. The essays and other primary source information are enhanced by poetry, fiction, and suggested activities focusing on the arts. The book is appropriate for use both in the university classroom and the larger community of inservice education.