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ERIC Number: ED407114
Record Type: RIE
Publication Date: 1997-Feb
Pages: 83
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Child Development Knowledge and Teachers of Young Children.
Katz, Lilian G.
This monograph explores issues around the position of child development knowledge in early childhood education. Part 1 of the monograph raises questions regarding the role of such knowledge in teaching young children and its place in teacher education. This section considers the definition of "development," the type of child development knowledge that should be learned, the potential for professional agreement of a body of child development knowledge and principles that must be mastered by students, and reasons why the role of child development knowledge in pedagogy has become a contentious issue. Part 2 outlines how understanding the nature of child development can be used to generate basic principles of practice for early childhood education that satisfy developmental criteria. This section proposes 19 principles of early childhood practices that have implications for planning curricula and programs for young children. Included in this monograph are selected ERIC annotated bibliographies on early childhood teacher education and developmentally appropriate practices in early childhood education. (Contains approximately 25 references.) (Author)
Publications Office, ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois at Urbana-Champaign, Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469; phone: 800-583-4135; fax: 217-333-3767; e-mail: ericeece@uiuc.edu (Catalog No. 217, $10, plus $1.50 shipping in U.S.; $3 shipping outside U.S.).
Publication Type: ERIC Publications; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.
Note: For related document, see ED 385 374.