ED447963 PS029075

Title: Eager To Learn: Educating Our Preschoolers. {Full Report and Executive Summary.}
Author(s): Bowman, Barbara T., Ed.; Donovan, M. Suzanne, Ed.; Burns, M. Susan, Ed.
Author Affiliation: National Academy of Sciences - National Research Council, Washington, DC.(FGK56081)
Pages: 464
Publication Date: 2001
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@Spencer Foundation, Chicago, IL. (BBB06744)@Foundation for Child Development, New York, NY. (BBB00201)
Contract No: R307U970002
ISBN: 0-309-06836-3
Available from: EDRS Price MF01/PC19 Plus Postage.
Availability: National Academy Press, 2101 Constitution Avenue, N.W., Lockbox 285, Washington, DC 20055. Tel: 888-624-8373 (Toll Free); Tel: 202-334-3313; Fax: 202-334-2451; Web site: http://www.nap.edu ($34.95).
Language: English
Document Type: Book (010); Information Analysis (070); Numerical/Quantitative Data (110)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEMAY2001

To enable educators, parents, and policymakers to make sound decisions about programs for young children, the Committee on Early Childhood Pedagogy was established in 1997 by the National Research Council to study a broad range of research on early learning and development and to explore the implications for the education and care of children ages 2 to 5, focusing on programs provided outside the home. This book examines the accumulated theory, research, and evaluation literature relevant to early care and education, and presents the Committee's recommendations. Following an executive summary and an introductory chapter, Chapter 2 presents research and theory on early development; examines research on the interdependence of cognitive, emotional, and social development; and explores literature on the importance of infants' and children's early relationships with adults. Chapter 3 examines functional and status characteristics that express themselves as variations in development. Chapter 4 addresses the issue of quality in out-of-home early childhood education, while chapter 5 explores curriculum and pedagogy, integrating research on early learning capabilities with research on general principles and approaches to early care and education. Chapter 6 deals with assessment, focusing on assessment to support learning. Chapter 7 looks at the preparation of early childhood teachers and caregivers, emphasizing the need for professionalization. Chapter 8 analyzes the need for program and practice standards to promote quality in early childhood education. Chapter 9 presents conclusions and recommendations related to professional development, educational materials, public policy, and research needs. Contains references for each chapter. Standards for scientific methods are appended. (KB)

Descriptors: *Child Caregivers; Child Development; Cognitive Development; *Day Care; *Educational Quality; Emotional Development; Individual Differences; Infants; Personality; *Preschool Children; Preschool Curriculum; *Preschool Education; *Preschool Teachers; Professional Development; Racial Differences; Research Needs; Sex Differences; Social Development; Social Differences; Standards; Student Evaluation; Student Motivation; Teacher Education; Teacher Student Relationship; Teaching Methods
Identifiers: Adult Child Relationship; Day Care Quality; Ethnic Differences; Professionalization; Project Head Start