What Does Learning Mean for Infants and Toddlers? The Contributions of the Child, the Family, and the Community. Report No. 3.

Autor/inn/en	Young, Kathryn T.; Marx, Elisabeth
Institution	Smith Richardson Foundation, Inc., Greensboro, NC.; Center on Families, Communities, Schools, and Children's Learning.; Johns Hopkins Univ., Baltimore, MD.
Titel	What Does Learning Mean for Infants and Toddlers? The Contributions of the Child, the Family, and the Community. Report No. 3.
Quelle	(1992), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; At Risk Persons; Child Development; Child Welfare; Community Involvement; Community Programs; Community Role; Developmentally Appropriate Practices; Early Intervention; Family Role; Health Needs; Infants; Interpersonal Competence; Parent Education; Parent Role; Preschool Education; Program Descriptions; Socialization; Toddlers + Suchen Sie Ihr Suchwort? Schulleistung; Risikogruppe; Kindesentwicklung; Kindeswohl; Entwicklungsbezogene Bildung; Infant; Toddler; Toddlers; Kleinkind; Interpersonale Kompetenz; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Pre-school education; Vorschulerziehung; Socialisation; Sozialisation; Infants
Abstract	This paper discusses ways in which communities can enhance a family's ability to foster learning in the first 3 years of their child's life so that the child will be academically, emotionally, and socially competent in the transition to preschool and school. The paper focuses on model community-based programs that serve high risk families with infants and toddlers. The first section offers a selective review of the literature on development. Emphasized are five areas of investigation that are central to the idea of learning and development in the first 3 years of life: (1) cognitive competence and continuity; (2) the role of nurturing and sensitive adults; (3) cultural beliefs about early development; (4) physical development and health; and (5) the influence of communities on individual outcomes. The second section reviews programmatic and community responses to the needs of families with young children. Knowledge about the efficacy of model programs and policies that serve young children and their families is evaluated. The review spans five areas: cognitive and educational intervention, family support and education, health, comprehensive support programs for families, and family policy. Included is a list of questions that grew out of the review that point to potentially useful lines of inquiry in research and policy. Appended are 72 references. (GLR)
Anmerkungen	Center on Families, Communities, Schools, and Children's Learning, The Johns Hopkins University, 3505 North Charles Street, Baltimore, MD 21218 ($4.80).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01