Pedagogical Issues in Early Childhood Education.

Autor/in	Katz, Lilian G.
Titel	Pedagogical Issues in Early Childhood Education.
Quelle	(1989), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Developmentally Appropriate Practices; Early Childhood Education; Educational Objectives; Educational Practices; Educational Principles; Emotional Experience; Group Instruction; Individual Development; Individual Instruction; Informal Organization; Intellectual Development; Personality Development; Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Bildungsprinzip; Gruppenunterricht; Individuelle Entwicklung; Individuelles Lernen; Mental development; Geistige Entwicklung; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Skill; Fertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Current understandings of children's development suggest that a pedagogy is appropriate for young children if: (1) it is largely informal in structure; (2) attends to children's dispositional and emotional development and development of knowledge and skills; (3) is mainly intellectual rather than academic in focus; (4) balances individual and cooperative group work on intellectually engaging tasks; and, (5) makes systematic instruction available to individual children as needed. In this document, the view of appropriate pedagogy just described is elaborated by discussions of three questions: (1) What should be learned? (2) When should it be learned? and (3) How is it best learned? The first question is discussed in terms of four types of learning goals: knowledge, skills, dispositions, and feelings. The second question is discussed in terms of the normative dimension of development and three subcategories of the dynamic dimension of development: ways in which human beings change; delayed impact of early experience; and long-term, cumulative effect of repeated or frequent experiences. The third question is discussed in terms of principles of pedagogical practice applicable to the four categories of learning goals and pedagogical principles generally applicable to most goals of early childhood programs. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC