Re-Thinking School Readiness: Knowledge Goals vs. Intellectual Goals and Short-Term vs. Long-Term Outcomes

Autor/in	Guddemi, Marcy
Institution	Defending the Early Years (DEY)
Titel	Re-Thinking School Readiness: Knowledge Goals vs. Intellectual Goals and Short-Term vs. Long-Term Outcomes
Quelle	(2020), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Preschool Curriculum; Curriculum Development; Educational Change; Child Development; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Kindesentwicklung
Abstract	Unfortunately, today's typical pre-pandemic preschool/kindergarten curriculum often consisted of memorizing meaningless bits of information and then regurgitating that information on a test. The dilemma for educators is that the current teach-to-the-test curriculum is based on reaching short-term goals in order to improve test scores rather than on developing long-term intellectual goals. The report discusses how the Covid-19 pandemic is providing an unexpected pause in education. This pause affords educators the perfect opportunity to create a new meaningful curriculum, a new paradigm, for preschoolers and kindergarteners. This new curriculum should be based on what is known about child development and what is known about how children construct knowledge. (ERIC).
Anmerkungen	Defending the Early Years. 35 Eldridge Road #108, Jamaica Plain, MA 02130. e-mail: deydirector@gmail.com; Web site: https://dey.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01