Early Formal Education: Current Theory, Research, and Practice

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization. Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process? This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

Health, Fitness & Dieting

Hess, Robert

Psychology & Counseling

Routledge

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization.
Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process?
This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

Public education in America has undergone a vast series of changes during the last four decades. The majority of these changes are driven by policy? the most recent, No Child Left Behind? but regardless of laws passed, principals and school leaders across the country are scrambling to discover ways to unleash the next breakthrough in public education? success for all. In many parts of the country, that success must come on dwindling resources. Over the years much has been written about excellence, equity, and efficiency. The ongoing struggle for administrators and educational leaders is to discover how these apparent conflicting values can not only be survived but also managed to produce unprecedented results in school improvement. Excellence, Equity, and Efficiency presents a "Quality School Improvement" (Q.S.I.) framework for overcoming the conflict that exists between these values and provides recommendations for principals and policymakers to meet the demands for accountability and continuous improvement based upon that framework. Researched and written by a fulltime practicing principal in the field, this book: documents hundreds of actual events and struggles that principals have faced while attempting to manage the demands these values present, includes a story of the author's school and district that is successfully rejecting both the notion of social promotion and retention in their attempt to reconcile excellence, equity, and efficiency through the concept of priority leadership.

Excellence, Equity, and Efficiency: How Principals and Policymakers Can Survive the Triangle of Tension

Reference

R&L Education

Shared Professional Governance: A Practical Approach to Transforming Interprofessional Healthcare

Medical Books

Swihart, Diana

Nursing

BookBaby

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