Current understandings of children's development suggest that a pedagogy is appropriate for young children if: (1) it is largely informal in structure; (2) attends to children's dispositional and emotional development and development of knowledge and skills; (3) is mainly intellectual rather than academic in focus; (4) balances individual and…

This paper discusses current perspectives on the education of young children in terms of five interrelated issues rooted in a developmental perspective: (1) the complexities of predicting the long-term developmental outcomes of early experience; (2) how to interpret gender differences in the long-term effects of different approaches to early years…

The field of early childhood education has long been marked by intense controversy concerning appropriate curriculum and teaching methods and goals. This paper explores some implications of the traditional dichotomies of the field and suggests that while there are many reasons to resist the side that advocates formal academic instruction, it does…

From the academic--or instructivist--perspective, the young child is seen as dependent on adults' instruction in the academic knowledge and skills necessary for a good start for later academic achievement. This perspective is in direct contrast to the active and interactive curriculum assumed by proponents of the constructivist approach. This…

Contrasting approaches to early childhood education are evident in the constructivist versus instructivist schools of thought. On one side, the child is seen as active constructor of knowledge and understanding; on the other, the child is dependent on another's instruction in knowledge and skills. This paper explores some of the implications of…

Noting that there are many criteria by which to determine whether pedagogical practices are appropriate for young children, this paper outlines a developmental approach to pedagogy for young children. Twenty-three principles of practice are outlined. The main suggestions are that a developmental approach is one that takes into account those…

The purpose of this digest is to examine the meaning of the term "disposition" and to suggest the implications of dispositions for educational practice. A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal. Dispositional considerations are important…

Theoretical issues of concern to teachers in early childhood education are discussed in this collection of four papers titled: "Some Generic Principles of Teaching", "Psychological Development and Education in Early Childhood", "Teachers as Consumers of Educational Information", and "Notes on the Distinction between Education and Excitement". The…

While the development of children's self-esteem is a worthwhile goal in early education, many practices designed to reach this goal may instead be encouraging narcissism. Such practices include those that direct children's attention to their own inner gratifications, or encourage children to believe their specialness is dependent on trivial…

This book is a collection of 10 papers discussing aspects of teacher development and working with children. "Teachers' Developmental Stages" outlines four developmental stages in teachers' professional growth, and suggests implications for teacher training. "Teachers in Preschools: Problems and Prospects" discusses child-adult…

Issues in early childhood teacher education are discussed in terms of six dilemmas that may explain the low levels of impact and satisfaction attributed to the field by practitioners. Dilemmas are defined as predicaments having two main features: a choice between two or more alternative courses of action, each of which is problematic; and the…