Fostering Intellectual Development - Reexamined 22 Years Later.

Autor/in	Spodek, Bernard
Titel	Fostering Intellectual Development - Reexamined 22 Years Later.
Quelle	(1976), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Children; Cognitive Development; Cultural Influences; Curriculum Development; Early Childhood Education; Educational Theories; Epistemology; Humanistic Education; Intellectual Development; Science Instruction; Theoretical Criticism; Values + Suchen Sie Ihr Suchwort? Kindesentwicklung; Child; Kind; Kinder; Kognitive Entwicklung; Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; Humanistische Bildung; Mental development; Geistige Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wertbegriff
Abstract	Using the book "Fostering Intellectual Development in Young Children" by Kenneth D. Wann and the book's impact on education as a point of departure, this paper presents a way of looking at the early childhood curriculum that goes beyond the book but is in keeping with its concerns for the education of young children. The book was a forerunner of the new period in early childhood education where the focus began to be on the intellectual as well as the social domain. A 3-dimensional model is suggested that can be used in judging programs for young children using the value framework of liberation. An analysis of many current programs would suggest that they operate against children's liberty because judgments of what is good, true, right or possible are kept out of their hands. Approaches that help children test the validity of what is taught in ways that are independent from the teacher need to be a part of any curriculum that is liberating. Different forms of knowledge require different methods of validation as well as different methods of teaching and learning. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC