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ERIC Number: ED036318
Record Type: RIE
Publication Date: 1969-Aug-31
Pages: 3
Abstractor: N/A
Reference Count: 0
Early Learning and Compensatory Education: Contribution of Basic Research.
Kessen, William
In a paper given at the 1969 American Psychological Association meeting, the author pointed out that the apparent commitment of our society to the education of the young will be of questionable value until the energies and efforts of educators find a meaningful direction. Right now, the flurry of activity in educational reform for the very young is more concerned with activity than results. For example, the Head Start program is receiving more and more amplification in spite of the mixed evidence concerning its success. Also, the questionable tactic of imposing middle-class life on the economically deprived to attune them to our middle-class schools continues as one of the most well-advertised efforts of concerned reformers. Psychologists can be most useful if they will assume roles as setters of goals, sources of innovative educational ideas, repositories of knowledge, and gatherers of information. The current state of knowledge of basic psychological principles for educational reform is indeed sad. It is in research that psychologists have the most to contribute. This research could best be carried out in experimental schools with various innovative techniques being measured against each other. (MH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Yale Univ., New Haven, CT.
Note: Paper presented at the meeting of the American Psychological Association, San Francisco, California, August 31, 1969