Co-producing a situationally appropriate and empirically-grounded approach to student-centred curriculum in early childhood education in Kenya

共同制定肯尼亚幼儿教育中以学生为中心的课程，适合具体情况且以经验为基础的方法

• 批准号: 2881470
• 金额: --
• 依托单位: University of Sheffield
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2881470
• 关键词: Co; producing; situationally; appropriate; empirically

This research aligns with the grand challenges and priorities of theEducation, Childhood and Youth Pathway (ECY) in several ways. First, theproject addresses the persistent societal problem that arises from anassumption that curriculum change can be driven by national policy alone.Such an assumption is informed by a delivery model that fails to recognisethe socially situated nature of curriculum. This project aims toreconceptualise curriculum as a social practice in which teachers translateand enact curriculum with children and families in local communitycontexts. Thus the project connects with the ECY pathway priority for'critical investigations into curriculum' within the context of Early ChildhoodEducation in Kenya.

这项研究符合多种方式，童年和青年道路（ECY）的巨大挑战和优先事项。首先，该项目解决了持续的社会问题，该问题是由于课程变更而被国家政策所驱动的。该项目旨在将心理概论化课程作为一种社会实践，在该课程中，教师翻译了与当地社区文学的儿童和家庭进行课程。因此，该项目与肯尼亚早期儿童教育的背景下对课程的批判性研究相关联。