Making the Case for a Conceptually Based Curriculum in Early Childhood Education |
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Authors: | Maria Birbili |
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Institution: | (1) Department of Early Childhood Education, Aristotle University of Thessaloniki, Pirgos, Thessaloniki, 54124, Greece |
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Abstract: | The purpose of this paper is to make the case for organising teaching and learning in early childhood education around concepts
and generalisations rather than inert facts. It is now widely accepted that facts alone are not enough to help children discern
patterns and relationships, group things together, see big ideas and solve problems. Facts need to be placed in a conceptual
framework to be understood and remembered. Teachers can facilitate concept development by putting concepts and generalisations
(rather than facts) at the centre of activities, providing children with a wide variety of tangible experiences, helping them
learn how to observe and represent what they see and hear and providing them with multiple examples of the concepts being
taught. |
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Keywords: | early childhood education curriculum concepts generalisations concept formation |
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