Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
Early Childhood Education


Articles
by Frances Rust — 1989
The change process surrounding the introduction of an all-day kindergarten program in a small suburban school district is examined in this case study. Implications for adoption and implementation of early childhood programs in other school systems are discussed.

by Lisbeth Schorr — 1989
A look at programs that reduce damaging outcomes for at-risk youth.

by Marian Edelman — 1989
This article discusses the connection between the availability of day care and early childhood education and the future of the U.S. economy by examining three key elements in the relationship: the family, the individual, and the nation as a whole.

by Patrick Lee — 1989
Two antithetical views of the sense-making potential of young children are explored: the Piagetian egocentric view and the sociocentric view. The article suggests that empirical research demonstrates socially construed perspective-taking tasks do not show the young child to be egocentric, but sociocentric.

by Doris Fromberg — 1989
Kindergarten programs in public schools generally have an academic/ formal orientation or an intellectual/experiential orientation. This article highlights the fundamental differences between the two approaches by examining current curriculum, policy and staffing, and administrative practice regarding kindergarten.

by Leslie Williams — 1989
This article outlines key issues in early childhood education related to (1) identification and characterization of the populations to be served, (2) definition of the goals of services, (3) preparation of early childhood specialists, and (4) optimal settings for delivery of service.

by Sharon Kagan — 1989
This article discusses four reasons for advocacy activities related to early childhood education and child care: preserving existing programs; increasing capacity and quality of service; making early education more accessible, affordable, and equitable; and educating the public.

by Edward Zigler & Sharon Kagan — 1982
Our purpose in this chapter is twofold. First, we will investigate current educational practices to determine if and how basic developmental principles have been considered in educational settings. Second, while we acknowledge that the barriers to change may be great, we offer concrete suggestions that demonstrate how educational practices can be supportive of and conducive to sound principles of child development.

by Iona Ginsburg — 1982
The views of Jean Piaget and Rudolf Steiner concerning children's stages of development are compared and related to present-day instructional practices used in the Waldorf schools, which employ Steiner's ideas. Educational principles and practices used at the elementary school level are discussed.

by David Ertel & Gilbert Voyat — 1982
Jean Piaget's theories about children's cognitive development are applied to the evaluation of childhood psychosis. Problems with the testing of such children are described, and results of a research project that used the Piaget-inspired Uzgiris and Hunt Ordinal Scales of Psychological Development to assess autistic children's cognitive processes are given.

by Kieran Egan — 1982
Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to Piagetian criteria, they are not ready.

by John Broughton, Bonnie Leadbeater & Eric Amsel — 1981
On November 14, 1980, the Developmental Psychology Program at Teachers College, Columbia University, held a memorial conference in Thorndike Hall to mark the death of Jean Piaget on September 17, 1980. Sixteen scholars from the fields of psychology, philosophy, and education presented brief reflections on Piaget’s work to an audience of about sixty people.

by James Britton — 1977
The question that lies behind all I want to say in this chapter is an easy one to ask: how do we as teachers make sense of our experiences of children's language development in school?

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 Edward Palmer — 1974
There is currently in the United States unparalleled interest in the systematic use of broadcast television to promote the social, emotional, and intellectual growth of young children. Support for this movement lies in the recognition that television is ubiquitous, reaching into 97 percent of all U.S. households; that young children are exposed to upwards of thirty hours of television fare each week; that while they learn a great deal from what they watch, there have been far too few significant attempts to plan program content in order to address important areas of learning and development systematically; and that no other approach can promise to deliver so much to so many at so small a unit cost.

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 Milton Akers — 1972
To speak of offering a broad program of services for young children without recognition of the fact that it will necessitate money--and lots of it is not only an exercise in futility but sheer hypocrisy. We also must come to grips with the human problem of learning how to share and coordinate funds and energies without the threat of loss of personal or institutional identity. When and only when this nation really understands the significance of offering the young child the best beginning in life that our knowledge can produce will we accomplish a real commitment expressed in terms of necessary funds. With such a commitment, possibly a brighter, more productive present may be expected for the young child, with boundless possibilities for his future functioning as a socially competent adult.

by Irving Sigel — 1972
The purpose of this paper is to discuss the issues relevant to the relationship between developmental theory and practice in preschool programming. The rationale for advocating "the match" is that such a match is essential if we are to create curricula that are relevant and appropriate for maximizing the potential of young children.

by Marvin Lazerson — 1972
Each of three themes of childhood education in the U.S.—the ethic of social reform, the uniqueness and importance of childhood, and the reform of educational practices— has had a variety of manifestations. Occasionally one theme has dominated a particular debate; often the themes are hardly distinguishable. As a group, however, they have appeared consistently, and they have shaped the development of early childhood education in the United States.

by Merrill Read — 1972
It has long been recognized that nutritional deficiencies, either of individual nutrients or of total food intake, retard physical growth and delay sexual maturation. Similarly, malnutrition and infection have synergistic actions thus adding to their effects on the individual. In the past fifteen years attention has focused on the possibility that malnutrition in early infancy and childhood may also adversely influence behavioral and intellectual development. If true, this will have serious consequences for technological development, for educational programs, and for achievement of each individual's inherent capacity to contribute to society.

by David Weintraub — 1972
Health concerns relative to the preschool and early school age child understandably have different meanings to each individual involved. Parental concerns often differ from those of the physician; the physician's concerns, in turn, may differ from those of the teacher and community, and yet all have similarities and overlap. Furthermore, the communicating of facts of health among all participants is far from ideal and often suffers from misunderstanding, misstatement, unnecessarily long delays, over-concern, under-concern, and even failure to communicate at all. In addition, over-attachment to traditional methods of obtaining and administering health surveillance and care to children may contribute to delay in the emergence of innovative and experimental programs in this field.

by James Gallagher & Robert Bradley — 1972
The problem of early identification of developmental difficulties would seem at first blush to focus on the technical efficiency of our current identification measures. Instead, as we explore beyond the surface issues of how effective our various instruments are in detecting developmental problems of early childhood, we find ourselves in a thicket of problems of measurement, of definition, and of the will of the society to provide services that should follow such identification.

by Aletha Stein — 1972
Recently, public and professional attention has focused on the few television programs designed to contribute positively to the development of cognitive and social skills. Simultaneously, empirical literature devoted to observational learning and imitation has burgeoned in the field of child development. In the following discussion, direct studies of the media are integrated with those of imitative learning in order to draw conclusions and implications concerning media effects on "young children," that is, those of preschool and early elementary school age. The review is restricted to studies of publicly distributed media, primarily television and films, which are the subject of most publications.

Found 184
Displaying 31 to 60
<Back | Next>
Recent Posts
 
Book Reviews
by Ilene R. Berson & Michael J. Berson (Eds.)
reviwed by Saran Stewart — 2016

by Robert Crosnoe, Claude Bonazzo, and Nina Wu
reviwed by Sara Gable — 2016

by Valora Washington, Brenda Gadson, & Kathryn L. Amel
reviwed by Stephanie Curenton — 2016

by Will Parnell & Jeanne Marie Iorio
reviwed by Stephanie Burdick-Shepherd — 2016

by Akiko Hayashi, Joseph Tobin
reviwed by Paul Doyon — 2016

by Tamara Halle, Allison Metz, Ivelisse Martinez-Beck (Eds.)
reviwed by Barbara Spector — 2016

by Mary Jane Maguire-Fong
reviwed by Sara Michael-Luna — 2016

by Ole Frederik Lillemyr, Sue Dockett, and Bob Perry
reviwed by Roz Stooke — 2016

by Sara Gable
reviwed by Jeanne Marie Iorio — 2015

by Amy Noelle Parks
reviwed by Pooja Shivraj & Leanne Ketterlin-Geller — 2015

Found 121
Displaying 1 to 10
<Back | Next>

Resources
  • 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
Found 28Displaying 1 to 10 <Back | Next>
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS