Early Education: The Creation of Capacity.

Autor/in	Tumin, Melvin
Institution	New York State Education Dept., Albany.
Titel	Early Education: The Creation of Capacity.
Quelle	(1968), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Early Childhood Education; Educational Change; Educational Objectives; Goal Orientation; Grading; Individual Differences; Intellectual Development; Intelligence; Intelligence Quotient; Intervention; Learning Experience; Learning Processes; Motivation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Notengebung; Schulnote; Individueller Unterschied; Mental development; Geistige Entwicklung; Intelligenz; Klugheit; Intelligenzquotient; Lernerfahrung; Learning process; Lernprozess; psychologische; Motivation (psychologisch)
Abstract	Every human being is always open to some degree; for example, open for learning, experience, change, improvement, or further degradation by his own standards or those of others. Every experience alters an individual's learning capacity. Therefore, to say a child is naturally of high or low intelligence with unlimited or limited learning power is unjust. Educators must explore interventions that make more effective differences in the creation of new capacities than do the traditional interventions that characterize our educational system. Our emphasis on competitive grades precludes the possibility of multifaceted children with many dimensions of skills. Measuring success or failure on the basis of cognitive skill alone is widespread in our system, which values and rewards that skill. An alternative is the motivation of individuals. Motivation involves getting the child to perceive goals, giving him a sense of possibly achieving them, providing resources he will need for achievement, and eliciting his willingness to pay for gains that will accrue to him. Our schools must be diverse. We need ranges of experience; variability of methods and content; and tempo, place, and program to accommodate the diversity in children. (DO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01