This guide for teachers and parents examines child development knowledge, the origins of developmental curriculum, and approaches to implementing such a curriculum in elementary schools. Part one discusses how children develop, the historical background of developmental curricula, the differences between age level and grade level, and the…

Based on the view that the group orientation to multicultural education reinforces group stereotyping and seldom allows acknowledgement of diverse children's unique capabilities and differences or helps children build self-identity while learning to appreciate others, this paper presents and discusses contemporary cultures of young children's…

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the…

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and…

Examines basic concepts forming the foundation for professional care and education of young children and how these concepts may impede interaction between teachers or caregivers and children. Critiques the concepts of natural development, developmentally appropriate curriculum, and child centeredness. Advocates increased scaffolding, increased…

Based on the experiences of teachers, principals, and parents involved in the Kentucky Education Reform Act (KERA), this book is a collection of accounts and reflections by teachers or administrators who have engaged in developing and implementing nongraded primary education programs. The articles in this book are: (1) "Reforming the…

The first part of this two-part book on play in public education, contains chapters authored by 23 educators, most of whom had been colleagues or students of Professor Margaret B. McFarland to whose memory the book is dedicated, addresses the need to integrate child development research with classroom practice in order to provide developmentally…

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…

Examines issues pertaining to the development of a formal knowledge base to guide the thinking and practice of early childhood teachers. Discusses the authors' views on formal knowledge, practice and reflection, and the process of teacher education, and how these views are operationalized in the master's level program at Erikson Institute in…

This book is an effort to introduce early childhood educators to Vygotsky's perspective, research on young children that has been stimulated by this perspective, and current educational practices emanating from it. The discussion is divided into seven chapters. Chapter 1 provides an overview of Vygotsky's life, the social conditions in which his…

This report provides an overview of initiatives of the Carnegie Corporation, including its Task Force on Meeting the Needs of Young Children. This task force was established to promote healthy development and education in children ages 3 to 10, including an emphasis on primary education strategies for improvement in disadvantaged communities. The…

The longitudinal "Competent Children" project is intended to discover what impact family resources and early childhood education experiences have on the development of children's cognitive, social, communicative, and problem-solving competencies. This booklet summarizes the main findings of the first stage of this project. The report…

Two guides for practitioners, one concerning early childhood curriculum and the other concerning the early childhood identification process are presented in this document. The curriculum guide, which constitutes the bulk of this package, approaches early childhood curriculum issues from the developmental perspective. The first section of the guide…

Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and…

Noting that early childhood education is recognized as critical to a child's educational career, this 7-part videotape series focuses on developmentally appropriate practices in the components of quality early childhood programs, providing an opportunity for acquiring working knowledge, observing classroom models, and reflecting on one's own…