Suggests that educators must address: (1) What should be learned? (2) When should it be learned? (3) How would it best be learned? and (4) How can we tell how well we have answered the first three? Addresses the first three questions by offering principles of practice for early childhood educators, ranging from curriculum to learning disposition…

This book presents five papers that address a variety of issues confronting those who work directly with young children and their teachers. The first three articles present ways of thinking about what constitutes professionalism in working with children and parents. Specifically, "Contemporary Perspectives on the Roles of Mothers and…

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…

This monograph explores issues around the position of child development knowledge in early childhood education. Part 1 of the monograph raises questions regarding the role of such knowledge in teaching young children and its place in teacher education. This section considers the definition of "development," the type of child development…

Provides observations on current trends in the environment to which the dissemination of child development and early education knowledge is directed, and presents issues related to the dissemination of knowledge to practitioners. Closes with a discussion on some implications of these trends and issues. (BB)

Summarized are implications of recent research on children's development and learning for the curriculum in early childhood programs. Contents focus on the development of language, dispositions, social competence, and intellect. Taken together, the research suggests that children attending preschool and kindergarten classes should frequently be…

Proposes replacing the term child-centered with child-sensitive to indicate more accurately the major role of teachers in determining the curriculum and activities offered to young children. In contrast to the laissez-faire, child-indulgent approach of many child-centered programs, a child sensitive approach would encourage teachers to capitalize…

Explores some widely held assumptions concerning the role of child development knowledge in teaching young children. Issues explored include What does the term "development" mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of child development knowledge…

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…

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience…

Presents recent studies of teachers and teaching, advocating a developmental view of teachers similar to the stages of growth that children experience as they reach maturity, and discusses the implications of these developmental stages for teaching. (HTH)

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…

This monograph consists of a paper outlining current trends in education and discussing issues related to the dissemination of knowledge, and a selected ERIC bibliography on this subject. Trends highlighted in the paper include: (1) the expansion of information; (2) the increasing pace of specialization; (3) the tendency of groups interested in…

Much can be gained by providing preschool children opportunities to work on projects. Projects invite children's participation at various developmental levels; strengthen their capacity and disposition for involvement in work requiring sustained effort; and are ideal for mixed age, ability, or linguistic groups. Teachers have a central role to…