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).
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.
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.
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.
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.
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.
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?
This paper will attempt to dull the distinction between conceptual and rote learning.
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.
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.
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.
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.
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.
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.
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.
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?
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.
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.