Content knowledge is often thought to be the factual knowledge people learn as they study a range of academic disciplines in school. This view is, in part, true. A 2009 position statement by the National Association for the Education of Young Children (NAEYC) indicates that in addition to facts, content knowledge includes an understanding of the essential concepts, inquiry tools, and structure of various content areas, including academic disciplines. Further, NAEYC advocates that the content of early childhood curriculum should focus on language and literacy, the arts, mathematics, science, social studies, and physical activity.

In the context of early childhood education (ECE), it is nearly impossible to separate development and learning. Thus, content knowledge must also be situated and considered developmentally. This entry begins by addressing ...

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