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Reframing the Debate about the Relationship between Learning and Development: An Effort to Resolve Dilemmas and Reestablish Dialogue in a Fractured Field
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Fowler, R. Clarke – Early Childhood Education Journal, 2017
The field of early childhood education (ECE) is currently unable to reach consensus on the extent to which ECE should be based on child development. One manifestation of this situation is the dilemma that early educators purportedly face between teaching the whole child and the curriculum, between developmentally appropriate practice (DAP) and…
Descriptors: Early Childhood Education, Child Development, Developmentally Appropriate Practices, Standards
Educating the Young Mathematician: A Historical Perspective through the Nineteenth Century
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Saracho, Olivia N.; Spodek, Bernard – Early Childhood Education Journal, 2009
Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical foundation was based on the thoughts and principles of various early European scholars who differed from one another in their educational theories and how they viewed experiences that would impact on young children's…
Descriptors: Mathematics Education, Early Childhood Education, Educational Theories, Young Children
The Tension between Teacher Control and Children's Freedom in a Child-Centered Classroom: Resolving the Practical Dilemma through a Closer Look at the Related Theories
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Tzuo, Pei Wen – Early Childhood Education Journal, 2007
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced tensions between teacher control and children's freedom. While ECE professionals advocate the importance of children's individual interests and needs in education, they diverge somewhat in their perspectives about the…
Descriptors: Early Childhood Education, Student Centered Curriculum, Critical Theory, Young Children
Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education
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Lee, Kyunghwa; Johnson, Amy S. – Early Childhood Education Journal, 2007
In this article we argue that early childhood educators, under the influence of last century's grand universal theories of child development, have not been attentive enough to the centrality of culture in children's development. We discuss how the exploration of contemporary developmental perspectives is critical to the field and illustrate…
Descriptors: Early Childhood Education, Young Children, Child Development, Cultural Context
Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.
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Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby – Early Childhood Education Journal, 2003
Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…
Descriptors: Brain, Class Activities, Cognitive Development, Constructivism (Learning)
The Importance of Intentional Socialization among Children in Small Groups: A Conversation with Loris Malaguzzi
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Rankin, Baji – Early Childhood Education Journal, 2004
Loris Malaguzzi, founder and guide for 50 years to the schools of young children in Reggio Emilia, Italy, passed away in January 1994. In this interview, conducted in 1990, Malaguzzi speaks directly to early childhood educators in the United States. He blends theory and practice as he clarifies the theoretical base of the Reggio schools and…
Descriptors: Interviews, Early Childhood Education, Reggio Emilia Approach, Educational Theories