Beyond Red Week: Working with Inquiry in Early Years Settings

Authors

  • Kim Atkinson University of Victoria

DOI:

https://doi.org/10.18357/jcs.v39i3.15237

Abstract

Drawing on the experience of the author and her colleagues, this article explores moving from a theme-based curriculum in early years settings to an inquiry-based approach. New possibilities for doing curriculum are described as educators challenge themselves to engage in processes of critical reflection, enact democratic principles, and adopt an inquiry as a focal point for discussion among children, colleagues, and families. The article shares examples of educators reimagining curriculum as they embrace both the flow and uncertainty of an inquiry.

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Author Biography

Kim Atkinson, University of Victoria

Kim Atkinson is an early childhood educator and a pedagogical facilitator with the University of Victoria’s Unit for Early Years Research and Development. She also co-coordinates, with Danielle Davis, the Images of Learning Project—an exhibit, blog, and series of presentations that highlights the work of ECEs and the competencies of children (www.imagesoflearningproject.com). Email: klatkins@uvic.ca

Published

2014-09-11

How to Cite

Atkinson, K. (2014). Beyond Red Week: Working with Inquiry in Early Years Settings. Journal of Childhood Studies, 39(3), 53–57. https://doi.org/10.18357/jcs.v39i3.15237

Issue

Vol. 39 No. 3 (Fall 2014) Canadian Children

Section

Directions and Connections

License

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