ERIC Number: ED475619
Record Type: RIE
Publication Date: 2003
The Gift of Time: Enactments of Developmental Thought in Early Childhood Practice.
Graue, M. Elizabeth; Kroeger, Janice; Brown, Christopher
This article explores the relationship between notions of development and practice in early education. Through an interpretive study of the experience of the "gift of time," the article follows small groups of children who delayed kindergarten entry, those who were relatively young but entered on time, and children retained in kindergarten to gain an understanding of how time promotes development. The article examines how ideas about typical development override attention to individual development. Further, such ideas promote a teacher-distant approach in which opportunities to scaffold learning are frequently missed. The article suggests heightened attention to developmentally responsive practicepractice that utilizes both knowledge of typical development and particular knowledge of specific children. (Author)
Descriptors: Age Differences, Developmental Stages, Developmentally Appropriate Practices, Early Childhood Education, Kindergarten Children, Learning Readiness, School Entrance Age
For full text: http://ecrp.uiuc.edu/v5n1/graue.html.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: In: Early Childhood Research & Practice: An Internet Journal on the Development, Care, and Education of Young Children, Spring 2003; see PS 031 261. Published bi-annually.