The field of early childhood education and the science of psychology have a long and closely intertwined history. The study of young children's learning within school contexts provides a test of developmental theory while at the same time identifies the limits of psychology for informing practice. The purpose of this book, part of the Rutgers Invitational Symposium on Education Series, is to bring together the work of the leading researchers in the field of child development and early education to inform three issues facing the United States today:
* clarifying developmentally appropriate instruction from the perspective of cognitive developmental psychology;
* ensuring that young children's schooling adequately addresses content; and
* meeting cognitive goals while simultaneously supporting social and emotional development.
Throughout, the role of empirical inquiry in developmental psychology for the practice of early education is examined.
|Publisher:||Taylor & Francis|
|Series:||Rutgers Invitational Symposium on Education Series|
|Edition description:||New Edition|
|Product dimensions:||6.50(w) x 1.50(h) x 9.50(d)|
Table of Contents
Contents: Foreword. Preface. S.L. Golbeck, Instructional Models for Early Childhood: In Search of a Child-Regulated/Teacher-Guided Pedagogy. Part I: Foundations for Instruction and Pedagogy. R. Case, S. Griffin, W.M. Kelly, Socioeconomic Differences in Children's Early Cognitive Development and Their Readiness for Schooling. D.J. Stipek, J.K. Greene, Achievement Motivation in Early Childhood: Cause for Concern or Celebration? L. McCune, M.B. Zanes, Learning: Attention and Play. M.C. Hyson, J. Molinaro, Learning Through Feeling: Children's Development, Teachers' Beliefs and Relationships, and Classroom Practices. E.L. Klein, Children's Perspectives on Their Experiences in Early Education and Child-Care Settings. Part II: Practice of Pedagogy in Early Education. R. DeVries, Constructivist Education in Preschool and Elementary School: The Sociomoral Atmosphere as the First Education Goal. H.P. Ginsburg, S. Pappas, K-H. Seo, Everyday Mathematical Knowledge: Asking Young Children What Is Developmentally Appropriate. L.S. Liben, R.M. Downs, Geography for Young Children: Maps as Tools for Learning Environments. L.M. Morrow, Literacy Development and Young Children: Research to Practice. H.S. Rosenberg, Imagination Styles of Four- and Five-Year Olds. E.C. Frede, W.S. Barnett, T. Lupo, Measuring Recommended Practices for Very Young Children With Disabilities.