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.

这项研究在几个方面与教育、儿童和青年途径（ECY）的重大挑战和优先事项保持一致。首先，该项目解决了一个长期存在的社会问题，这个问题源于一个假设，即课程改革可以单独由国家政策驱动。这种假设是由一种未能认识到课程的社会定位性质的交付模式所提供的。该项目旨在将课程重新定义为一种社会实践，教师在当地社区背景下与儿童和家庭一起翻译和制定课程。因此，该项目与ECY在肯尼亚早期儿童教育背景下“对课程进行批判性调查”的途径优先事项相联系。