NotesFAQContact Us
Search Tips
ERIC Number: ED033766
Record Type: RIE
Publication Date: 1969-Nov-14
Pages: 37
Abstractor: N/A
Reference Count: 0
The Influence of Theoretical Conceptions of Human Development on the Practice of Early Childhood Education.
Gardner, D. Bruce
Communication is urged between theorists of human development and practitioners in early childhood education. Major psychological theories on maturation, child development, child behavior, personality formation, and affective and intellectual development are summarized and their effects on nursery school practices from the 1920's to the present are described. Three models of early childhood education are chosen to illustrate the diverse types of programs available for young children today. The key features of the Bank Street model, the Kansas model, and the Ypsilanti model are described, compared, and contrasted. Each program's theoretical conceptions of human nature are analyzed to illustrate the models' fundamental differences about the sources of human development. Conclusions are that (1) teachers should be aware of philosophical assumptions and psychological theories in early childhood education models and (2) the absence of consensus on the "right" way to educate young children should lead to continued experimentation and receptivity to psychological theories and educational strategies. [Not available in hard copy due to marginal legibility of original document.] (DR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Denver Univ., CO.
Note: Paper presented at the Annual Convention of the National Association for the Education of Young Children, Salt Lake City, Utah, November 14, 1969