Abstract
This essay review of Goulart and Roth’s work explores the cultural-historical concepts that they have drawn upon to create a new conception of emergent curriculum in early childhood science education. The pedagogical contexts of Brazilian preschools is discussed in relation to other practices found across cultural communities, with a view to locating the specific research need that has arisen for preschools within Brazil. In the latter part of this article, Davydov’s (International perspectives in non-classical psychology, 2008) work on theoretical knowledge and dialectical thinking is discussed in order to further develop Goulart and Roth’s conception of early childhood science curriculum.
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Fleer, M. The re-theorisation of collective pedagogy and emergent curriculum. Cult Stud of Sci Educ 5, 563–576 (2010). https://doi.org/10.1007/s11422-009-9245-y
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DOI: https://doi.org/10.1007/s11422-009-9245-y