What I Learned from the Ypsilanti Perry Preschool Project: A Teacher's Reflections

Autor/in	Derman-Sparks, Louise
Titel	What I Learned from the Ypsilanti Perry Preschool Project: A Teacher's Reflections
Quelle	In: Journal of Pedagogy, 7 (2016) 1, S.93-106 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.1515/jped-2016-0006
Schlagwörter	Preschool Education; Longitudinal Studies; Civil Rights; Equal Education; United States History; Educational History; Early Childhood Education; Educational Research; African Americans; Poverty; Program Effectiveness; Control Groups; Experimental Groups; Child Development; Socioeconomic Influences; Political Issues; Racial Segregation; Racial Bias; Misconceptions; Curriculum; Educational Principles; Home Visits; Michigan + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bürgerrechte; Grundrechte; Zivilrecht; History of education; Bildungsgeschichte; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Afroamerikaner; Armut; Kindesentwicklung; Sozioökonomischer Faktor; Politischer Faktor; Rassentrennung; Racial discrimination; Rassismus; Missverständnis; Curricula; Lehrplan; Rahmenplan; Bildungsprinzip; Hausbesuch
Abstract	This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project's relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study "did not" research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers' voices to the prevailing discussion, which, to date, is dominated by the Project administrators' perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01