The Impact of the Shifting Knowledge Base, from Development to Achievement, on Early Childhood Education Programs

Autor/in	Tyler, Kathleen P.
Titel	The Impact of the Shifting Knowledge Base, from Development to Achievement, on Early Childhood Education Programs
Quelle	In: Forum on Public Policy Online, 2012- (2012) 1, (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Early Childhood Education; Educational Legislation; Federal Legislation; Educational Change; Accountability; Academic Achievement; Child Development; Cognitive Development; Piagetian Theory; Knowledge Base for Teaching; African American Education; Poverty; Alabama + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsreform; Verantwortung; Schulleistung; Kindesentwicklung; Kognitive Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Armut
Abstract	Interest in child development as a knowledge base for early childhood education programs flourished in the 1970s as a result of the theories and philosophies of Jean Piaget and other cognitive developmentalists. During subsequent decades in America, reform movements emphasizing accountability and achievement became a political and social imperative, resulting in the 2002 U.S. Law No Child Left Behind (NCLB). The mandate of the NCLB emphasized "consequential accountability," now permeating American schooling and curriculum development. The law's impact on early childhood education is discussed with selected professional judgments and data outlined particularly in federally designated Poor Black Belt Alabama counties. Finally, suggestions are offered regarding clarification of cognitive developmental theory with evidence of misunderstanding of Piaget's theory that may have weakened applicability to early childhood programs and curriculum. Political and professional discussions are included regarding modifications of the NCLB law allowing for regeneration of emphasis on child growth and development as a knowledge base for early childhood education. (Contains 3 tables.) (As Provided).
Anmerkungen	Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10