CoChat
Sign Up
Cited by 202Early Childhood Education and DevelopmentEducational Theory and Curriculum StudiesEducation Methods and Practices

The DOI matches its Crossref record; 62 of the 64 references it cites were found in a registry or an index.

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Hedges, Helen, Cullen, Joy, Jordan, Barbara·2011·Journal of Curriculum Studies
DOI 10.1080/00220272.2010.511275
Open this paper in CoChat — free account

Abstract

Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment.

Overview

Integrity signals

Registry

Crossref · 10.1080/00220272.2010.511275

Cites

62 of 62 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 64 references

Research works printed but not linked: 17

  1. Cullen J., 2009, New Zealand Research in Early Childhood Education, 12, 109
  2. Farquhar S.‐E., 2003, Quality Teaching Early Foundations: Best Evidence Synthesis Iteration
  3. González N., 2005, Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms, 1
  4. González N., 2005, Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms, 89
  5. Goodfellow J., 2007, Theorising Early Childhood Practice: Emerging Dialogues, 187
  6. Hedges, H. 2007. “Funds of Knowledge in Early Childhood Communities of Inquiry. Doctoral dissertation”. Palmerston North, New Zealand: Massey University. Available on‐line at:http://hdl.handle.net/10179/580, accessed 10 June 2008
  7. Hedges H., 2008, Ngā Kaupapa Here: Connections and Contradictions in Education, 77
  8. Hensley M., 2005, Funds of Knowledge: Theorizing Practices in Households, Communities and Classroom, 143
  9. Jordan B., 2009, Early Childhood Education: Society and Culture,, 39
  10. 1996, Te Whāriki He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early Childhood Curriculum
  11. 2004, Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars, Books 1–10
  12. 2007, Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars, Books 11–15
  13. 2009, Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars, Books 16–20
  14. Rogoff B., 1998, Handbook of Child Psychology: Vol. 2, Cognition, Perception and Language, 679
  15. Soler J., 2003, International Journal of Early Years Education, 11, 57
  16. Vélez‐Ibáñez C., 2005, Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms, 47
  17. Wood E., 2009, Early Childhood Education: Society and Culture, 2nd ed., 27

Cited by

Sorted by citations

See all 202

Related

Metadata

Authors
Hedges, H., Cullen, J., & Jordan, B.
Affiliations
  • University of Auckland (NZ)
  • Massey University (NZ)
Corresponding author
Hedges, Helen
ORCID
Hedges, Helen
Venue
Journal of Curriculum Studies
Publisher
Informa UK Limited
Published
2011-04
Volume
43
Issue
2
Pages
185-205
ISSN
  • 0022-0272 (ISSN-L)
  • 1366-5839
DOI
10.1080/00220272.2010.511275
OpenAlex
W2099307959
Cited by
201
References
64
Citations by year
2026: 12 · 2025: 11 · 2024: 13 · 2023: 12 · 2022: 13 · 2021: 32 · 2020: 20 · 2019: 13 · 2018: 11 · 2017: 10 · 2016: 14 · 2015: 7 · 2014: 17 · 2013: 6 · 2012: 5
FWCI
24.17
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Curriculum Studies (publishedVersion)
  • ResearchSpace (University of Auckland) (submittedVersion)
Funders
Massey University
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Education Methods and Practices
Keywords
funds of knowledge, children's interests, early childhood curriculum, early childhood education, play-based learning, curriculum development, teacher engagement, child-centred learning, New Zealand

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review