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Rodd, Jillian – Childhood Education, 1996
Examines the role of cultural background on children's education opportunities. Suggests that today's diverse, heterogeneous societies demand culturally responsive education practices and programs that can actively engage young learners and help them build upon their own sense of identity. Calls for the development of early childhood education…
Descriptors: Child Development, Childhood Interests, Cultural Awareness, Cultural Background
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Coughlin, Pam – Childhood Education, 1996
Reports on the development of a comprehensive education program "Step by Step: A Program for Children and Families" in Eastern and Central Europe and the former Soviet Union. Designed for young children from birth to age eight and their families, this program attempts to share U.S. teaching methods that promote democratic principles…
Descriptors: Democratic Values, Early Childhood Education, Educational Objectives, Educational Practices
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Charlesworth, Rosalind – Childhood Education, 1998
Argues that developmentally appropriate practice (DAP) as presented in the revised guidelines of the National Association for the Education of Young Children gives equal attention to age, individual, and cultural appropriateness, and therefore is appropriate for everyone, regardless of socioeconomic status, culture, race, gender, age, or special…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Guidelines, Preschool Curriculum
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Lubeck, Sally – Childhood Education, 1998
Suggests that the National Association for the Education of Young Children guidelines for developmentally appropriate practice are supported by modern values of stability and certainty. Maintains that there is a shift to a new world view, based on views that human beings are subjects; science cannot be value-neutral; and that context affects what…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Philosophy, Guidelines
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Charlesworth, Rosalind – Childhood Education, 1998
Responds to Lubeck's critique of developmentally appropriate practice (DAP) guidelines and their underlying premises. Maintains that guidelines are a starting point for decision making, that not all DAP classrooms look the same, and that it is important for early childhood educators to be knowledgeable regarding developmental milestones.…
Descriptors: Child Development, Developmentally Appropriate Practices, Early Childhood Education, Educational Theories
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Lubeck, Sally – Childhood Education, 1998
Maintains that research fails to capture the diversity in teaching. Advocates caution in assuming one correct child rearing or educational practice. Discusses whether categories such as developmentally appropriate practice or developmental stages are facts of nature, interpretations, or perspectives on social processes; and whether developmentally…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Philosophy, Guidelines
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Nel, Elizabeth M. – Childhood Education, 2000
Advocates providing opportunities for child-initiated literacy experiences within a free play setting in early childhood education programs. Presents a rationale for meaningful academic content in preschools, including the need for early adult models and advantages of free-play over structured settings. Details methods of promoting literacy in…
Descriptors: Academic Achievement, Classroom Environment, Early Childhood Education, Emergent Literacy
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Collins, Edna Neal; McGaha, Cindy G. – Childhood Education, 2002
Discusses techniques for managing toddler circles. Notes that flexible transitions reduce frustration, suggests the importance of flexible and reasonable expectations, and considers the value of instruction grounded in child experience. Recommends materials that can be safely manipulated by toddlers and emphasizes that activity transitions must be…
Descriptors: Classroom Environment, Classroom Techniques, Early Childhood Education, Educational Philosophy
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Davis, Sara McCormick – Childhood Education, 2001
Urges caution in purchasing educational products or incorporating educational approaches presented as "brain-based." Critiques brain research on critical periods and enriched environments. Notes that no studies have connected physiological brain function and educational practice and that educators need to be aware of the dangers in…
Descriptors: Brain, Early Childhood Education, Early Experience, Educational Practices
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O'Brien, Shirley J. – Childhood Education, 1989
Maintains that preschool and kindergarten curricula should encourage experiential learning, and not just formal academic education. (BB)
Descriptors: Academic Education, Educational Change, Experiential Learning, Kindergarten