"Clouds Come from New Hampshire": Confronting the Challenge of Philosophical Change in Early Childhood Programs

dc.creator	Ellen P. Dodge
dc.creator	Barbara N. Dulik
dc.creator	Jon A. Kulhanek
dc.date	2001-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:06Z
dc.date.available	2015-07-20T22:15:06Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/cd573145703144e98c968711831b8614
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17382
dc.description	This paper describes the evolution of an early childhood education program from one that was teacher directed, traditionally structured, and academically oriented to one that was emergent and child centered. The paper discusses how philosophical consensus was established, needed changes were prioritized and implemented, and new ways of thinking were presented to the traditionally trained faculty and to some change-resistant parents.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v3n1/dulik.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 3, Iss 1 (2001)
dc.subject	Change Strategies
dc.subject	Early Childhood Education
dc.subject	Educational Change
dc.subject	Student Centered Curriculum
dc.subject	Child Centered Education
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	"Clouds Come from New Hampshire": Confronting the Challenge of Philosophical Change in Early Childhood Programs
dc.type	article