NotesFAQContact Us
Search Tips
ERIC Number: ED507444
Record Type: Non-Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: N/A
Using Developmental Science to Transform Children's Early School Experiences. Issues in PreK-3rd Education. Number Four
Maxwell, Kelly; Ritchie, Sharon; Bredekamp, Sue; Zimmerman, Tracy
FPG Child Development Institute
Four foundations for young children's development appear to underlie children's competence and predict success in school from pre-kindergarten through third grade--self-regulation, representation, memory, and attachment. If teachers united what they know about child development with quality educational practices, what would school be like for young children in pre-kindergarten through third grade? Seven major differences are highlighted in this paper. These are: (1) Development, Content, and Process; (2) Play (Self-Regulation); (3) Understanding Misconceptions (Representational Thought); (4) Covering The Real Basics (Memory); (5) Relationships (Attachment); (6) Experimentation, Explanation, and Explicit Instruction; and (7) Deciding What to Teach. (Contains 1 footnote.)
FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail:; Web site:
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Foundation for Child Development; Kellogg Foundation
Authoring Institution: University of North Carolina at Chapel Hill, FPG Child Development Institute
Identifiers - Location: North Carolina