Meaningful teaching and learning: Children's and teachers' content knowledge

Abstract

This paper reviews recent research that demonstrates that young children are deeply interested in and capable learners of content knowledge. It also discusses research on early childhood teachers’ subject content knowledge. In order to be responsive to children’s prior content knowledge, the authors then argue that content within teaching and the subject content knowledge of teachers both require more explicit attention in order to extend children’s learning in early childhood settings. Implications for early childhood teaching practice and teachers’ professional development are drawn.