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