Early Childhood Education: An International Encyclopedia by Moncrieff Cochran, Rebecca S. New

By Moncrieff Cochran, Rebecca S. New

Early formative years schooling has reached a degree of unparalleled nationwide and foreign concentration. mom and dad, coverage makers, and politicians have critiques in addition to new questions about what, how, whilst, and the place young ones should still research. academics and application directors now locate curriculum discussions associated with dramatic new understandings approximately children's early studying and mind improvement. Early early life schooling can also be an important subject of shock the world over, as social coverage analysts aspect to its position in a nation's destiny monetary outlook. As a groundbreaking contribution to its box, this four-volume instruction manual discusses key ancient and modern concerns, study, theoretical views, nationwide guidelines, and practices.

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Action vis-`a-vis action research, as McCutcheon and Jung note, “implies that the practitioner will be acting as the collector of data, the analyst, and the interpreter of results” (p. 144). As a method of inquiry, action research is situated in a very rich and quite mature tradition of research that reaches back to Dewey (1933) and his call for “reflective action” that would lead toward inquiry-oriented practice. As a specific form of research, it is most often associated with the work of Lewin and his colleagues in the 1940s and 1950s whose work was centered on social and psychological problems created by prejudice, segregation, and isolationism.

Shonkoff and S. , Handbook of early childhood intervention, 2nd ed. Cambridge: Cambridge University Press, pp. 3–31. National Research Council (2003). Understanding others, educating ourselves: Getting more from international comparative studies in education. Committee on a Framework and Long-term Research Agenda for International Comparative Education Studies. Washington, DC: The National Academies Press. New, R. (2005). Legitimizing quality as quest and question. Early Education and Development, 16(4), 421–436.

These kinds of findings have caused even traditional early childhood educators to consider the extent to which they should include some degree of academic instruction in their programs. Additionally, as every state in the United States has developed or is developing “early learning standards,” academic skills are increasingly emphasized to a greater extent in programs for children below first grade. Although they vary in emphasis, state early learning standards typically include “academic” content areas such as literacy, mathematics, and science, with efforts to link or align these standards to those previously developed for grades K–12.

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