Co-operation Between Parents, Preschool and the Community: Local Communities and the Social and Educational Value of Pre-School.

Autor/in	Nafstad, Hilde Eileen
Institution	Council of Europe, Strasbourg (France). Committee for General and Technical Education.
Titel	Co-operation Between Parents, Preschool and the Community: Local Communities and the Social and Educational Value of Pre-School.
Quelle	(1977), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Cooperation; Educational Philosophy; Failure; Foreign Countries; Language Acquisition; Parent School Relationship; Preschool Children; Preschool Education; Program Content; Program Evaluation; School Role; Social Development; Socioeconomic Background; Norway + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Co-operation; Kooperation; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Sprachaneignung; Spracherwerb; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programmgestaltung; Programme evaluation; Programmevaluation; Soziale Entwicklung; Sozioökonomische Lage; Norwegen
Abstract	This paper examines issues related to the role of preschool education in Norway. Two dominant philosophies of preschool education are identified, the first emphasizing the importance of play opportunities and the social environment of the preschool, and the second focusing on the importance of adequate pedagogical programs for optimum cognitive stimulation. Opinions on the proper relationship between the preschool and the primary school are presented from proponents of each philosophy. Trends contributing to the current emphasis on cognitive development in the preschool are traced and the role of the preschool in compensatory education is discussed. Assumptions about the deficiencies of children who are the targets of compensatory preschool education are examined and the research of Piaget, Bernstein and others on the development of language and thought in the normal child is reviewed. Finally, the question of whether pedagogical interventions can compensate for deficient development is addressed and some of the characteristics of a stimulating preschool environment are discussed. (JMB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC