Peer reviewedERIC Number: EJ529844
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0885-2006
EISSN: N/A
Available Date: N/A
Child Development Knowledge and Teacher Preparation: Confronting Assumptions.
Katz, Lilian G.
Early Childhood Research Quarterly, v11 n2 p135-46 Jun 1996
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 in pedagogy become a contentious issue? (AA)
Descriptors: Caregiver Training, Child Development, Cognitive Development, Cultural Influences, Developmentally Appropriate Practices, Early Childhood Education, Educational Attitudes, Educational Philosophy, Educational Quality, Knowledge Base for Teaching, Outcomes of Education, Preschool Teachers, Professional Development, Teacher Education, Teacher Educators, Teacher Effectiveness, Teaching Styles
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
