ERIC Number: ED312062
Record Type: RIE
Publication Date: 1989-Aug
Reference Count: N/A
Early Childhood at Risk: Actions and Advocacy for Young Children.
Dimidjian, Victoria Jean
This monograph examines the phenomenon of young children who lack the socialization and academic preparation needed to meet the demands of schooling and take advantage of educational programs. Such children have inadequately nurtured bodies and incompletely or inappropriately stimulated minds. The changing nature of childhood is portrayed in subsections on poverty and young children, detachment from empowering adults, and pressures to flee childhood prematurely. Four prerequisites for academic success that involve nutrition and health, social and familial relationships, interaction with environments and adults, and a sense of individuality and self-worth are discussed. This discussion is followed by a consideration of four cornerstones of growth in the early years that must be firmly established before formal schooling begins. The monograph then offers three case studies of at-risk children that illustrate today's challenges to traditional systems of early elementary schooling. Case studies focus on children who function only with difficulty as competent, independent learners in the classroom. Concluding discussion explores directions for change, including teacher-designed developmental interventions with at-risk children; teacher advocacy on behalf of children in need; and teacher intervention for change in educational and social administration and policy making. Over 80 references are cited. (RH)
Descriptors: Behavior Problems, Case Studies, Childhood Needs, Early Childhood Education, Guidelines, High Risk Students, Poverty, School Readiness, Social Problems, Socialization, Stress Variables, Teacher Role, Teaching Methods, Young Children
National Education Association Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1481-2, $7.95).
Publication Type: Reports - Research; Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.