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Developmentally Appropriate Practice: A Case Study of Educational Inertia

by David Elkind - 1991

The first aim of this chapter is to highlight some of the differences between these two educational philosophies. A second aim is to contrast a few of the practical educational implications of the two philosophies. A final aim is to argue that true educational reform in this country will only come about when we have a paradigm shift away from the reigning psychometric educational psychology.

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This article originally appeared as NSSE Yearbook Vol 90, No. 1.

Cite This Article as: Teachers College Record Volume 92 Number 5, 1991, p. 1-16
https://www.tcrecord.org ID Number: 19278, Date Accessed: 6/5/2020 9:02:30 AM

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About the Author
David Elkind Tufts University E-mail Author DAVID ELKIND is a Professor in the Department of Child Development at Tufts University in Medford, Massachusetts.

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