Storying Learning in Early Childhood ― When Children Lead Participatory Curriculum Design, Implementation, and Assessment

This study outlines the ways students in teacher education programs go through the process of literacy and curriculum development to support the learning potential of all children within the context of their home, school, and community. It describes their use of qualitative research methods, integrated curriculum development, and authentic assessment based on the New Zealand learning story model to study and assess curricula based on critical theory. It details findings related to the collaboration of teacher education students and children in early childhood classrooms to develop creative, responsive curricula; qualitative examples and findings of Storying Learning assessments; issues related to the access gap in terms of early childhood programming, quality, politics, policy, and societal contexts; and issues faced by migrant families. Annotation c2015 Ringgold, Inc., Portland, OR (protoview.com)

Elizabeth P. Quintero, teacher (pre-K – grade 2) and university teacher educator, earned her EdD in early childhood and bilingual education from New Mexico State University. Her passion is participatory work with families in multilingual communities. She is Professor and Coordinator of Early Childhood Studies at California State University Channel Islands. Her publications include Storying: A Path to Our Future: Artful Thinking, Learning, Teaching, and Research (with Mary Kay Rummel, Peter Lang, 2014) and Critical Literacy in Early Childhood Education: Artful Story and the Integrated Curriculum (Peter Lang, 2009).