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Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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The child's curriculum as a gift : opening up the early level 3-6 in Scotland

Dunlop, Aline-Wendy (2015) The child's curriculum as a gift : opening up the early level 3-6 in Scotland. In: The Child's Curriculum. Oxford University Press, Oxford. ISBN 9780198747109 (In Press)

[img] Text (Dunlop-OUP-2018-The-childs-curriculum-as-a-gift)
Restricted to Repository staff only until 6 September 2019.

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Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out of home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches and curriculum, whilst advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the 21st century. By looking back we can begin to look forward.