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Capability-Promoting PoliciesEnhancing Individual and Social Development$
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Hans-Uwe Otto, Melanie Walker, and Holger Ziegler

Print publication date: 2017

Print ISBN-13: 9781447334316

Published to Policy Press Scholarship Online: May 2018

DOI: 10.1332/policypress/9781447334316.001.0001

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Early childhood educational curricula: implications of the capability approach

Early childhood educational curricula: implications of the capability approach

Chapter:
(p.237) Thirteen Early childhood educational curricula: implications of the capability approach
Source:
Capability-Promoting Policies
Author(s):

Antoanneta Potsi

Publisher:
Policy Press
DOI:10.1332/policypress/9781447334316.003.0013

This chapter examines the potential of the capability approach as a framework of normative aims for early childhood education (ECE) curricula. More specifically, it considers Martha Nussbaum's list of basic human capabilities, developed as a relatively definite standard of minimal justice and as the minimum entitlements a person should have, as an adequate frame for capability-promoting policy in ECE and especially in curriculum development. Nussbaum's basic human capabilities are deeply rooted in the normative principles that govern ECE and care and contrast with the reductionist and instrumental view of the ECE curriculum that prevails within contemporary policy frameworks. The chapter argues that a capability-promoting curriculum could help us better understand what is worth seeking for its own sake without lacking academic content.

Keywords:   capability approach, early childhood education, Martha Nussbaum, basic human capabilities, minimal justice, capability-promoting policy, curriculum development

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