Curriculum-as-lived in an early childhood education classroom: How does dialogue with young children shape teacher’s everyday practice?
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Abstract
This essay examined how the “curriculum-as-lived” (Aoki, 2004) provide both pedagogical learning and teaching possibilities in an early childhood education classroom. Through sharing some of my own lived experienceswith young children teacher as a stranger(Greene, 1973) and how my dialogue (Aoki, 2004) with children has evolved in my own daily practice. This study proved the importance of being and setting ourselves the in-betweenspace of children and educators and dwelling moments rather standing from one side and teach children.
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