Perspectives in Education 28(4):80-88 Dominant discourses of teachers in early childhood education
Type
E-Journal
Authors
ISSN
0258-2236
Category
ECCE, Preschool
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Publication Year
2010
Publisher
University of the Free State, Bloemfontein, South Africa
URL
[ private ]
Pages
9 p.
Subject
Early childhood education, ECE programmes, Centre-based programmes, Dominant discourses, ECE Teachers, Young children, Educational practice, Skills, Capacity, Teacher training, South Africa
Series Name
Abstract
This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and conversations. The shared discourses of biology, development, and difference are discussed. The findings show that teachers unproblematically use dominant discourses which narrow possibilities for them to understand children. This, in turn, limits their capacity for shaping contextually relevant practice. The article concludes with a brief discussion on worthy areas to focus on in order to map a way forward for developing the skills and capacity of teachers in ECE.
Description
Article
Number of Copies
1
