Early Formal Education: Current Theory, Research, and Practice

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2009-11-15
  • Publisher: Routledge
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The future of any society lies in its ability to train and socializeits young. The stability of its institutions, politicalsystems, the productivity of its industrial resources, andthe creativity of its intellectual talent reflect the successof those who have been given responsibility for shapingand developing its youth. If these teaching functions arenot adequately performed, through failure of the agents,as a result of new demands created by new values, social,economic, or political change, pressures may emerge forthe modification of socializing procedures, or for a changein the agents allocated responsibility for socialization.Some major questions answered in this book include:At what age should formal education begin? What effectdoes the timing of education have on a child’s later socialand educational development? Do pre-school yearsdeserve the fiscal resources and professional talent nowbeing allocated to them? Can socially and economicallydisadvantaged children be successfully educated withoutinvolving families and community? What is the role oftechnology in the early education process?This volume brings together the work of active andarticulate spokespersons in the field of early educationduring the 1960s. It makes explicit the concepts, theories,and empirical data upon which the field as a whole is proceeding.These contributions from leading psychologists,child development researchers, and educators cover anunusually broad range of issues. Providing a reference ontheories and existing programs in the field of early learningand offering many suggestions for the course and contentof today’s programs, this volume is important reading inchild development and the psychology and sociology ofeducation.

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