Early Childhood at Risk: Actions and Advocacy for Young Children.

Autor/in	Dimidjian, Victoria Jean
Institution	National Education Association, Washington, DC.
Titel	Early Childhood at Risk: Actions and Advocacy for Young Children.
Quelle	(1989), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8106-1481-2
Schlagwörter	Stellungnahme; Leitfaden; Behavior Problems; Case Studies; Childhood Needs; Early Childhood Education; Guidelines; High Risk Students; Poverty; School Readiness; Social Problems; Socialization; Stress Variables; Teacher Role; Teaching Methods; Young Children + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Childhood; needs; Kindheit; Bedürfnis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Richtlinien; Problemschüler; Armut; Readiness for school; School ability; Schulreife; Social problem; Soziales Problem; Socialisation; Sozialisation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit
Abstract	This monograph examines the phenomenon of young children who lack the socialization and academic preparation needed to meet the demands of schooling and take advantage of educational programs. Such children have inadequately nurtured bodies and incompletely or inappropriately stimulated minds. The changing nature of childhood is portrayed in subsections on poverty and young children, detachment from empowering adults, and pressures to flee childhood prematurely. Four prerequisites for academic success that involve nutrition and health, social and familial relationships, interaction with environments and adults, and a sense of individuality and self-worth are discussed. This discussion is followed by a consideration of four cornerstones of growth in the early years that must be firmly established before formal schooling begins. The monograph then offers three case studies of at-risk children that illustrate today's challenges to traditional systems of early elementary schooling. Case studies focus on children who function only with difficulty as competent, independent learners in the classroom. Concluding discussion explores directions for change, including teacher-designed developmental interventions with at-risk children; teacher advocacy on behalf of children in need; and teacher intervention for change in educational and social administration and policy making. Over 80 references are cited. (RH)
Anmerkungen	National Education Association Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1481-2, $7.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01