Problem-posing with Multicultural Childrens Literature: Developing Critical Early Childhood Curricula (Rethinking Childhood)

Problem-posing with Multicultural Childrens Literature documents an ongoing qualitative study of early childhood teachers using a problem-posing method with multicultural childrens literature. Grounded in critical theory, the text has been written for use in upper-division undergraduate- and graduate-level classes that study infants, toddlers, preschoolers, kindergartners, and students in grades one and two. The book uses examples from both early childhood and elementary teacher education students, and practicing teachers work as they study critical literacy, multicultural childrens literature, and integrated early childhood curriculum. This structure provides insights into guided research in child development, cultural and linguistic contexts, learning theory, strategies for teaching young children, family advocacy, and all related aspects of early childhood teacher education as the learners move through the activities.