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ERIC Number: ED313110
Record Type: Non-Journal
Publication Date: 1989-Jul
Pages: 19
Abstractor: N/A
Reference Count: N/A
Monitoring and Evaluating Early Education Programmes.
Sylva, Kathy
The paper addresses three questions: (1) What are the most successful techniques for measuring the effects of early childhood development (ECD) programs? (2) What are likely trends of future evaluations? and (3) How can future trends take into account recent research in developmental psychology? Predictions are made on the basis of trends in ECD programs and evaluation, and advances in developmental psychology. Table 1 lists a dozen trends in early childhood education programs which have emerged in the last quarter of the 20th century, while Table 7 envisions characteristics of evaluation in the year 2010. The discussion of trends in evaluation research, which is supplemented with illustrative data tables, cites four exemplars of different types of research, each of which is a prototype of design. It is maintained that research will vary in scale and be increasingly experimental and rigorous in design. Large scale designs will employ increasingly sensitive measures and follow up greater amounts of time. A section of the paper which outlines trends in developmental psychology notes dissatisfaction with Piagetian theory, itemizes the legacy of Piaget, and asserts that more must be known about the relationship between the child's intellect, emotions, and social world. An illustration of a transactional theory of development is given which serves to indicate the ways in which ECD programs can change children's thoughts and feelings through a cycle of causes and effects. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A