"Contemporary Debates in Childhood Education and Development" is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches. Spanning a broad spectrum of issues, this book covers: (1) Phonic and whole language reading approaches; (2) The developmental effect of non-parental childcare; (3) The value of pre-school academic skill acquisition; (4) The most effective methods of teaching mathematics; (5) Standardized assessment--does it work? (6) The role of electronic media and technology; (7) The pedagogical value of homework; and (8) The value of parents' reading to children. This book combines breadth of vision with cutting edge research and is a "must have" resource for researchers, students and policy makers in the fields of education and child development. This book contains 14 parts. Part 1, What are the purposes of education?, contains: (1) The purpose of education--a "post-liberal" perspective (Bo Dahlin); (2) Intellectual goals in the early years (Lilian G. Katz); and (3) De Groot's lesson (John Sweller). Part 2, What is the effect of non-parental childcare on child development?, contains: (4) Why non-maternal childcare can be good for children and families: research and policy implications (Lynne Vernon-Feagans and Allison De Marco); and (5) Delegated parenting: some neuroendocrine reservations (Aric Sigman). Part 3, Is shared-book reading an indispensable ingredient of responsible parenting?, contains: (6) Shared-book reading: There is no downside for parents (Catherine McBride-Chang); and (7) The tyranny of shared book-reading (Elaine Reese). Part 4, What Should Be Done to Foster Children's Mathematical Development in the Preschool Years?, contains: (8) Mathematics for the whole child (Julie Sarama and Douglas H. Clements); and (9) Fostering mathematical thinking through playful learning (Kelly Fisher, Kathy Hirsh-Pasek, and Roberta M. Golinkoff). Part 5, What is the role of digital media in early education?, contains: (10) Extending opportunities for learning: The role of digital media in early education (Lydia Plowman, Joanna McPake, and Christine Stephen); and (11) The inappropriateness of ICT in early childhood arguments from philosophy, pedagogy, and developmental research (Richard House). Part 6, How is School Readiness Best Fostered?, contains: (12) Promoting school readiness: an integrative framework (Frederick J. Morrison and Annemarie H. Hindman); and (13) School readiness and school's readiness: On the child's transition from preschool to school (Niklas Pramling and & Ingrid Pramling Samuelsson). Part 7, Is academic skill acquisition important during preschool and kindergarten?, contains: (14) Understanding the Contributions of Early Academic Skills to Children's Success in School (Christopher Lonigan and Beth Phillips); and (15) The Importance of Balance in Early Childhood Programs (Rebecca Marcon). Part 8, Is it important for children to acquire reading skills in preschool and kindergarten?, contains: (16) Why is it important for children to begin learning to read in kindergarten? (Linnea C. Ehri); and (17) Watering the garden before a rainstorm: The case of early reading instruction (Sebastian P. Suggate). Part 9, What are the best ways to develop primary school children's mathematical abilities?, contains: (18) The importance of reasoning and of knowing the number system when children begin to learn about mathematics (Peter Bryant and Terezinha Nunes); and (19) Towards Proficiency: The Chinese Method of Teaching Mathematics to Children (Yujing Ni). Part 10, Is phonological awareness causally important in the acquisition of reading and spelling?, contains: (20) Re-impact of phonological awareness on the acquisition of literacy (Wolfgang Schneider and Nicole Berger); and (21) Increasing awareness of phonological awareness--helpful or misleading? (Renate Valtin). Part 11, What form should reading instruction in kindergarten and elementary school take?, contains: (22) Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction (Alison W. Arrow and William E. Tunmer); and (23) Toward better teaching: Revising the fundamentals of learning to read (G. Brian Thompson and Claire M. Fletcher-Flinn). Part 12, What is the pedagogical value of homework?, contains: (24) The changing debate: From assigning homework to designing homework (Joyce L. Epstein and Frances L. Van Voorhis); and (25) What the evidence says and what we need to investigate (Julian Elliott and Peter Tymms). Part 13, Is regular standardized assessment important for childhood education?, contains: (26) The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning (Gavin T. L. Brown and John Hattie); and (27) Developments in standardized assessment: a perspective from the UK (Christine Merrell). Part 14, What is the role of the modern educator in fostering moral values and virtues?, contains: (28) On the educational value of moral virtues: some lessons from ancient philosophy (David Carr); and (29) The pursuit of virtue as an aim of education (Richard Pring).