Follow the leader: attending to the curriculum making potential of preschoolers

• Published in: Early child development and care Vol. 187; no. 5-6; pp. 1004 - 1014
• Main Authors: Miller Marsh, Monica, Zhulamanova, Ilfa
• Format: Journal Article
• Language: English
• Published: Routledge 03.06.2017
• Subjects: Action Research; Child Development; Childhood Interests; Cooperative Programs; Curriculum Development; diversity; Early Childhood Education; Electronic Learning; Funds of identity; Integrated Curriculum; Interpersonal Communication; Interviews; Observation; Participatory Research; Photography; Preschool Children; Prior Learning; Reggio Emilia Approach; Teaching Methods; Visual Aids
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/03004430.2016.1223069

This research focused on making visible children's funds of identity [Esteban-Guitart, M., & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48] and incorporating these resources into an inquiry-oriented, play-based, preschool curriculum. Participants in this collaborative action research included 4 co-investigators, 36 children aged 3-5 from diverse backgrounds, and 8 focal children and their parents/guardians. Data were gathered through observations, digital photographs, and photo-elicitation interviews. Through visual narratives and conversations guided by the children, the research team gained greater insight into children's interests and the knowledge they bring with them from home into school. We came to recognize that our perspectives of the children's interests and knowledge were limited by our inability to see their curriculum making potential and by our hesitation to offer the curriculum the children desire.