Psychological Perspectives on Early Childhood Education: Reframing Dilemmas in Research and Practice

by Susan L. Golbeck (Editor)

Overview

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.

Product Details

ISBN-13:	9781135669638
Publisher:	Taylor & Francis
Publication date:	03/01/2001
Series:	Rutgers Invitational Symposium on Education Series
Sold by:	Barnes & Noble
Format:	eBook
Pages:	352
File size:	742 KB

About the Author

Susan L. Golbeck

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.

Editorial Reviews

Bringing together the work of researchers in the field of childhood development and early education, this book seeks to clarify appropriate instruction from the perspective of cognitive developmental psychology. The role of content in young children's schooling is considered, and strategies for meeting cognitive goals while supporting social and emotional development are discussed. Throughout, the role of empirical inquiry in developmental psychology for the practice of early education is examined. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews

"Several things were impressive about the book. It seemed as though the authors took pains to keep classroom teachers in mind. Offering research from both sides of unique and timely topics, the contributing authors suggest an array of activities to try in the classroom. The writers also gave some endearing vignettes from their personal research experience, which made the reading particularly enjoyable."
—Childhood Education

"...the book is successful in providing a stimulating overview of many of the major controversies and dilemmas in the field of early education. Those articles that challenge the field to integraate the strengths of many theories into teaching strategies, and those that attempt to link specific academic disciplines with curriculum practice are particularly provocative and interesting. They suggest exciting ways not only to meet the challenges posed by the national educational reform movement, but to lead the way to reform with appropriate and effective goals and practices.
—Contemporary Psychology

From the Publisher