Early Childhood Education in America: Consistencies and Contradictions.

Autor/in	Spodek, Bernard
Titel	Early Childhood Education in America: Consistencies and Contradictions.
Quelle	(1989), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cultural Influences; Cultural Pluralism; Curriculum; Developmental Psychology; Developmentally Appropriate Practices; Early Childhood Education; Educational Change; Educational History; Educational Practices; Educational Theories; Ideology; Program Development; Teacher Education; United States + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Kulturpluralismus; Curricula; Lehrplan; Rahmenplan; Entwicklungspsychologie; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; History of education; Bildungsgeschichte; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Ideologie; Programmplanung; Lehrerausbildung; Lehrerbildung; USA
Abstract	Early childhood (ECE) programs should reflect the diversity of the populations and cultures for which they are designed. For example, there are varieties of support for early childhood education in the United States, where a basic distinction is made between programs for education and programs for child care. While some may believe that the alliance between the fields of ECE and child development is immutable and uniform, in reality programs differ in theories of development and educational ideology. Kohlberg and Mayer identified three educational ideologies that reflect different developmental theories: a romantic ideology reflecting a maturational view; a cultural transmission ideology reflecting a behavioral view; and a progressive ideology reflecting an interactionist, constructivist view. Although for many years the romantic ideology was associated with most preprimary programs, at present, ECE program in the United States are characterized by a cultural transmission ideology or a progressive ideology. It is well to keep in mind that while programs for young children should be developmentally appropriate, they should also be worthwhile educationally. The starting place for educational program development should be a value statement on what children ought to be and become. Implications for educational practice and teacher education are discussed. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC