What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2016-06-01 DOI:10.1515/jped-2016-0006

Louise Derman-Sparks

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引用次数: 4

Abstract

Abstract This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

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我从Ypsilanti Perry幼儿园项目中学到的:一个老师的反思

本文由Ypsilanti Perry学前教育项目(1962-1967)的一位教师撰写，批判性地考察了关于学前教育项目与高范围教育基金会关系的主流叙述。它描述了作者和其他老师实际做了什么，指导他们实践的原则，并挑战了佩里幼儿园使用高范围教育基础课程的流行神话。它还讨论了高范围纵向研究没有研究的内容，包括Ypsilanti Perry幼儿园的项目、家庭和儿童，并检查了课程之外的可能因素，这些因素影响了积极的结果。佩里学前班项目发生在20世纪60年代美国民权运动期间，反映了当时流行的意识形态和教育哲学，其中一些相互矛盾。通过将教师的声音带入到主流讨论中，迄今为止，这些讨论主要是由项目管理者的观点主导的，本文试图为早期儿童教育教育学和研究的伊普斯兰蒂·佩里学前教育项目的经验教训开辟新的思路。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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