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
