ERIC Number: ED341265
Record Type: RIE
Publication Date: 1990-Sep
Early Childhood: Theories, Research and Implications for Bilingual Education.
Yawkey, Thomas D.; Prewitt-Diaz, Joseph O.
Two theoretical frameworks, which underlie education programs for young Limited-English-Proficient (LEP) children, are explored: cognitive/developmental and maturational/linguistic theories. The cognitive/developmental view supports the idea that intellectual and language growth and learning are action oriented and variable among young children and are affected by factors such as direct experiences with the physical and social worlds. The maturational/linguistic view stresses development and learning as a series of overlapping, predetermined, and continually emerging traits. A third view is recommended that is an offshoot of the maturational/linguistic view: the sociolinguistic perspective, which recognizes the significant affect that the sociocultural milieu has on children's language and intellectual traits. Several cognitive developmental implications for young LEP children are discussed, including practical applications to the early childhood classroom and home environments. Discovery learning (free, prompted, and directed) and the selection of materials for language and intellectual development are also suggested. Implications for further research are noted. Contains 62 references. (LB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: N/A
Note: In: Proceedings of the Research Symposium on Limited English Proficient Students' Issues (1st, Washington, DC, September 10-12, 1990); see FL 020 030.