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ERIC Number: ED385374
Record Type: RIE
Publication Date: 1994-Apr
Pages: 24
Abstractor: N/A
Child Development Knowledge and Teacher Preparation: Confronting Assumptions.
Katz, Lilian G.
This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts that conceptions of what is normal at any stage of development vary widely within and between cultures. The paper challenges the reliability and generalizability of any body of child development knowledge, arguing that even if teacher educators could agree that such knowledge is reliable and generalizable, it would be difficult for them to agree on what specific knowledge and principles should be incorporated into the teacher education curriculum. (Contains 16 references.) (MDM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper based on presentation at the Annual Conference of the Midwest Association for the Education of Young Children (Peoria, IL, April 1994).