Understanding and applying research findings from early education to classroom practice is an important step in achieving effective child outcomes. Program administrators, educators, and researchers can find clear examples of educational research findings that inform classroom practice. Basic theoretical principles of child development and learning form the foundation for quality early childhood programs.
What Does Research Say About Early Childhood Education?
The Need for Early Childhood Curriculum and Assessment Guidelines
Theoretical Principles of Child Development and Learning
Early Childhood Guidelines
Next Steps: Determining Appropriate Content
Conditions Necessary for Change
Activities for Teachers
Activities for Parents and Community Members
Applying Curriculum Guidelines
Questions in Evaluating a Program’s Curriculum
Applying Assessment Guidelines
Questions in Evaluating a Program’s Assessment Procedures
Important Early Childhood Resources
Books, Audio, and Videotapes
Glossary
S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman
NCREL, Oak Brook, 1992
Early Childhood Education (ECE) is the term frequently applied to the education of young children from birth through age 8. Although early childhood education has existed since the creation of kindergarten in the 1800s, the last decade has seen a tremendous amount of attention devoted to the subject of early education for young children.
The first national goal focuses directly on the early childhood years: "By the year 2000, all children in America will start school ready to learn." We believe that from the time of birth, all children are ready to learn. However, what we do or don't do as individuals, educators, and collectively as society can impede a child's success in learning. For example, if we do not provide adequate health care and nutrition for our youngsters, those children entering the public schools will already be behind their healthier, properly fed http://www.youtube.com/watch?v=fFprsjl--aQ
The focus of this program, therefore, is to address curriculum and assessment issues related to the education of young children and discuss ways schools can change to become ready for children. Information that follows has been excerpted from position statements and guidelines developed by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) for appropriately educating young children, ages 3 through 8.
What Does Research Say About Early Childhood Education?
The Need for Early Childhood Curriculum and Assessment Guidelines
Theoretical Principles of Child Development and Learning
Early Childhood Guidelines
Next Steps: Determining Appropriate Content
Conditions Necessary for Change
Activities for Teachers
Activities for Parents and Community Members
Applying Curriculum Guidelines
Questions in Evaluating a Program’s Curriculum
Applying Assessment Guidelines
Questions in Evaluating a Program’s Assessment Procedures
Important Early Childhood Resources
Books, Audio, and Videotapes
Glossary
S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman
NCREL, Oak Brook, 1992
Early Childhood Education (ECE) is the term frequently applied to the education of young children from birth through age 8. Although early childhood education has existed since the creation of kindergarten in the 1800s, the last decade has seen a tremendous amount of attention devoted to the subject of early education for young children.
The first national goal focuses directly on the early childhood years: "By the year 2000, all children in America will start school ready to learn." We believe that from the time of birth, all children are ready to learn. However, what we do or don't do as individuals, educators, and collectively as society can impede a child's success in learning. For example, if we do not provide adequate health care and nutrition for our youngsters, those children entering the public schools will already be behind their healthier, properly fed http://www.youtube.com/watch?v=fFprsjl--aQ
peers. The current educational practices of testing children for kindergarten entry and placement, raising the entrance age to kindergarten, adding an extra "transitional" year between kindergarten and first grade, and retaining children in preschool, kindergarten, or first grade are attempts to obtain an older, more capable cohort of children at each grade level. These educational strategies suggest that current curriculum expectations do not match the developmental level of the children for whom the grade is intended. In effect, these strategies blame the victims, the children, rather than confronting the real problem--an inappropriate curriculum.
The focus of this program, therefore, is to address curriculum and assessment issues related to the education of young children and discuss ways schools can change to become ready for children. Information that follows has been excerpted from position statements and guidelines developed by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) for appropriately educating young children, ages 3 through 8.
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