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Early Childhood Education

by William Sweeney — 1975
The underlying premise of this article is that the information and the education processes should be perceived as integrated—or combined in a larger process—and that activities related to both processes should be coordinated. The perception is important in both the industrialized and less industrialized countries (LIC's).

by Urie Bronfenbrenner — 1974
The 1960s saw the widespread adoption in this country of early education pro¬grams aimed at counteracting the effects of poverty on human development. This article is an analysis of seven early education program studies.

by Lawrence Cremin — 1974
As fresh studies of familial education are undertaken in their own right—studies in which explicitly educational questions are addressed to appropriate primary sources—a criticized body of generalizations will begin to emerge, and we shall come to see the family anew as the crucially important educator it has always been.

by Hope Leichter — 1974
The author discusses some of the literature on the family as educator. The family is an arena in which virtually the entire range of human experience can take place. Warfare, violence, love, tenderness, honesty, deceit, private property, communal sharing, power manipulation, informed consent, formal status hierar¬chies, egalitarian decision-making—all can be found within the setting of the fam¬ily. And so, also, can a variety of educational encounters, ranging from conscious, systematic instruction to repetitive, moment-to-moment influences at the margins of awareness.

by Margaret Mead — 1974
Within anthropology we have developed several useful distinctions in discussing the questions of how grandparents do or do not play a role in the education of children in any given society, and particularly in our own. Within the context of this article the author uses the word education to include conscious teaching of any sort, whether of speech, manners, morals, or skills, but include also the process of socialization, which occurs in all societies as children learn to restrain their impulses, postpone gratification, control their sphincters, walk, talk, and participate in social life, and the process of enculturation, by which children learn a particular culture.

by Peter Moock — 1974
It is possible to combine all the individual and group consumption that goes on in the family unit into one "family consumption package" and, using economic theories designed for analyzing individual decisions, to make valid and useful statements about family activities.

by Hope Leichter — 1974

by Patrick Lee — 1973
The questions which this essay shall raise and try to answer are these: Why are the vast majority of elementary teachers women? What are the contextually imposed constraints upon the sex of the teacher as an operational component of classroom life? What are the consequences of the sex of the teacher in context, particularly the unanticipated consequences?

by John Nolan — 1973
This paper will attempt to dull the distinction between conceptual and rote learning.

by Fred Busch — 1970
The author contends that the bland, insipid content of first-grade readers not only complicates the process of "learning to read," but may, in fact, later contribute to an adolescent's anxiety.

by Samuel Kliger — 1970
In this article the author adds his voice to the discussion of the popular children's program, Sesame Street. A consultant on early childhood education, he suggests several more effective techniques for teaching young children that Sesame Street might employ.

by Richard Brandt — 1970
The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.

by William Kilpatrick — 1929
My assignment is to describe the American elementary school for those from without our country; to explain as best I can what manner of school we have, its theory and practice, but most of all the manner and degree in which it answers to the needs of the American situation.

by James Russell — 1903
The American school system, as a system, is defective in that its constituent parts are not sufficiently related to each other. In theory each grade is introductory to the grade next succeeding, and we pride ourselves on having an educational ladder reaching from the kindergarten to the university.

by Edward Thorndike — 1901
The purpose of this number of the RECORD is to give an account of the work done by the department of psychology in Teachers College, and to present some of the more important data of Child Study in a form accessible to all students of children and convenient for teachers of special subjects.

by Elizabeth Graue — 2006
Each fall thousands of children begin their journey through formal schooling as they enter kindergarten. This ritual is represented in children’s books, newspaper articles, and weepy conversations of parents as they leave their babies at the bus stop. But a significant number of children have this transition delayed because someone has decided that they are not quite ready to begin school. Who are these children and why are they stuck at the kindergarten door? In this commentary I explore the mythology and research about academic redshirting, outlining the gaps between research and practice as well as the assumptions that motivate action.

by Christopher Lubienski & Sarah Lubienski — 2007
What are the advantages and disadvantages of sending one’s child to a private preschool? Does the data suggest that they will perform better? Or, is sending one’s child to public school an equally good option?

by Barbara Beatty — 2008
Informed by the history of the common school movement and movement to universalize public kindergartens, I summarize the PRE-K Act, H.R. 3289, and discuss potential benefits and obstacles to its passage. I focus on the debate about whether publicly-supported preschools should be run by public schools or multiple public-private providers, the main policy issue in universal preschool education today, which I term the common school movement of the twenty-first century.

by Kevin Gorey — 2009
This commentary critically appraises Camilli, Vargas, Ryan and Barnett’s (2010) meta-analysis of the cognitive effects of early education interventions. It also presents a related synthesis of recent randomized controlled trials.

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  • Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions
    The multiage classroom is not a new concept. In fact, the concept of multiage grouping dates back to the one-room schoolhouse of the 19th century. Most educators believe that multiage grouping allows them to develop a more developmentally appropriate program. It is considered as a “natural community of learners”.
  • Early Years: An International Journal of Research and Development
    Early Years: An International Journal of Research and Development, aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.
  • Reading Rockets
    Reading Rockets is a national multimedia project that looks at how young kids learn to read, why so many struggle, and how caring adults can help them.
  • Eager to Learn: Educating Our Preschoolers
    What will it take to provide better early education and care for our children between the ages of two and five?
  • Educational Psychology in Practice
    The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond.
  • The Frank Porter Graham Child Development Center
    The Frank Porter Graham Child Development Center is one of the nation's oldest multidisciplinary centers for the study of young children and their families. Research and education activities focus on child development and health, especially factors that may put children at risk for developmental problems.
  • A Comparison of the National Preschool Curricula in Norway and Sweden
    A comparison of national preschool plans for children ages 1 to 5 in terms of their evolution, purpose, and content
  • Contemporary Issues in Early Childhood
    Contemporary Issues in Early Childhood is a new online, fully-refereed, free-access, international research journal.
  • The Society for Research in Child Development
    The purposes of the Society are to promote multidisciplinary research in the field of human development and to foster the exchange of information among scientists.
  • The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan
    The views of teachers and directors in four Christian preschools and four Buddhist preschools are examined in this qualitative study of early childhood education in Japan.
  • Child Development
    Since its inception in 1930, Child Development has been devoted to original contributions on topics in child development from the fetal period through adolescence. It is a vital source of information not only for researchers and theoreticians, but for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers in the field.
  • Society for Research in Child Development
    SRCD is a multidisciplinary, not-for-profit, professional association with an international membership of approximately 5,000 researchers, practitioners, and human development professionals
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