Literaturnachweis - Detailanzeige
| Autor/in | Katz, Lilian G. |
|---|---|
| Titel | Balancing Constructivist and Instructivist Curriculum Goals in Early Childhood Education. |
| Quelle | (1999), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Constructivism (Learning); Curriculum Design; Curriculum Development; Curriculum Research; Developmentally Appropriate Practices; Educational Objectives; Educational Strategies; Instruction; Instructional Design; Intellectual Development; Preschool Curriculum; Teaching Methods Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Entwicklungsbezogene Bildung; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Teaching process; Unterrichtsprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Mental development; Geistige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | The field of early childhood education has long been marked by intense controversy concerning appropriate curriculum and teaching methods and goals. This paper explores some implications of the traditional dichotomies of the field and suggests that while there are many reasons to resist the side that advocates formal academic instruction, it does not necessarily follow that what is offered to children in non-academic programs sufficiently addresses their intellectual development. In particular, it is asserted that common confusion between academic and intellectual goals often leads to the neglect of the basic intellectual dispositions of young children, all of which must be strengthened and supported in the early years. An example of a project conducted with young children that addresses all the major goals of early education is appended. (Contains 33 references.) (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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