Does the Changing View of Early Development Imply a Changing View of Early Education?

Autor/in	Goldhaber, Dale
Titel	Does the Changing View of Early Development Imply a Changing View of Early Education?
Quelle	(1978), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Child Development; Developmental Stages; Disadvantaged Environment; Early Childhood Education; Early Experience; Environmental Influences; Literature Reviews; Preschool Children + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Environmental influence; Umwelteinfluss; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This paper critically reviews the theoretical and empirical basis supporting the traditional early experience position formulated by Bloom and Hunt, discusses the factors responsible for the emergence of the newer life span position and the implications of this new view for understanding both the role of early experience and the facilitation of early childhood development. The current re-evaluation of the early experience position from a life span perspective reflects a new "zeitgeist" which is the result of the convergence of five factors: (1) the continuing reinterpretation of Piaget; (2) the increasing usage of transactional developmental methodology; (3) the re-emergence of stage based developmental models; (4) the re-emergence of a strong life span developmental psychology; and (5) the re-emergence of a "sympathetic" understanding of the child. The strong life span view, which sees the degree of influence of early experience as dependent on the existence of mechanisms insuring the continuity of those early experiences, implies the following shifts in emphases towards: (1) a greater appreciation of the distinction between species-specific and culture-specific development; (2) a greater emphasis on the importance of the continuity of educational experiences; and (3) a role for early childhood educators that emphasizes horizontal extension rather than vertical acceleration. (Author/SS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC