NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED343714
Record Type: RIE
Publication Date: 1992-Mar
Pages: 51
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Does Learning Mean for Infants and Toddlers? The Contributions of the Child, the Family, and the Community. Report No. 3.
Young, Kathryn T.; Marx, Elisabeth
This paper discusses ways in which communities can enhance a family's ability to foster learning in the first 3 years of their child's life so that the child will be academically, emotionally, and socially competent in the transition to preschool and school. The paper focuses on model community-based programs that serve high risk families with infants and toddlers. The first section offers a selective review of the literature on development. Emphasized are five areas of investigation that are central to the idea of learning and development in the first 3 years of life: (1) cognitive competence and continuity; (2) the role of nurturing and sensitive adults; (3) cultural beliefs about early development; (4) physical development and health; and (5) the influence of communities on individual outcomes. The second section reviews programmatic and community responses to the needs of families with young children. Knowledge about the efficacy of model programs and policies that serve young children and their families is evaluated. The review spans five areas: cognitive and educational intervention, family support and education, health, comprehensive support programs for families, and family policy. Included is a list of questions that grew out of the review that point to potentially useful lines of inquiry in research and policy. Appended are 72 references. (GLR)
Center on Families, Communities, Schools, and Children's Learning, The Johns Hopkins University, 3505 North Charles Street, Baltimore, MD 21218 ($4.80).
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Health and Human Services, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Smith Richardson Foundation, Inc., Greensboro, NC.; Center on Families, Communities, Schools, and Children's Learning.; Johns Hopkins Univ., Baltimore, MD.
Identifiers: N/A