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Redefining Early Childhood Epistemology: Exploring Service-Learning Pedagogy in an Early Childhood Context

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Book cover Service Learning as Pedagogy in Early Childhood Education

Part of the book series: Educating the Young Child ((EDYC,volume 11))

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Abstract

Over the last decade, the early childhood (EC) landscape has changed dramatically in the United States. With the implementation of the No Child Left Behind legislation (2002) and more recently with Race to the Top and the Common Core State Standards, the EC field has been grappling with conceptualizing different pedagogies to use in the classroom to support the changing landscape. In this chapter, we explore the use of a cascading model of service-learning pedagogy on a regional campus of a large mid-western university in the U.S. and posit strategies which pre-service teachers (PSTs) and institutions have used in their classroom settings. Moreover, through case study approaches, we call on the voices of the PSTs to elicit their perspectives of how they would implement service learning in their early childhood classrooms. The chapter ends by offering practical solutions for instructors of pre-service teachers on how to successfully integrate and implement service learning in the classroom and in the field.

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Authors and Affiliations

  1. Department of Childhood Education, University of North Florida, 1 UNF Drive, Jacksonville, FL, 32224, USA

    Christian Winterbottom Ph.D.

  2. Woodland Elementary School, The Ohio State University, 460 Davis Road, Mansfield, OH, 44907, USA

    Mary Frances Munday

Authors
  1. Christian Winterbottom Ph.D.
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  2. Mary Frances Munday
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Correspondence to Christian Winterbottom Ph.D. .

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Editors and Affiliations

  1. Indiana University of Pennsylvania, Indiana, Pennsylvania, USA

    Kelly L. Heider

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Winterbottom, C., Munday, M.F. (2017). Redefining Early Childhood Epistemology: Exploring Service-Learning Pedagogy in an Early Childhood Context. In: Heider, K. (eds) Service Learning as Pedagogy in Early Childhood Education. Educating the Young Child, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-42430-9_2

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  • DOI: https://doi.org/10.1007/978-3-319-42430-9_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-42428-6

  • Online ISBN: 978-3-319-42430-9

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