Overview

What are the risks and benefits of non-parental care for young children? What are the short- and long-term effects of academically vs. play-focused environments for learning? How and when should we teach reading? Should educators attempt to foster the development of children's imagination? Psychologists and researchers have not reached a consensus about some of the most pressing questions facing educators and parents. Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Its aim is to inform readers of both sides of a variety of issues, and in the process encourage constructive communication and fresh approaches. Importantly, this book adopts an innovative format similar to a debate, whereby leading scholars with different viewpoints will be asked to write a contribution on each topic, spanning a broad spectrum of contemporary issues affecting child development. Areas covered include:- Phonic and whole language reading approaches The developmental effect of non-parental childcare The value of pre-school academic skill acquisition Standardized assessment -- does it work? The role of electronic media and technology The pedagogical value of homework Year round schooling for struggling pupils The value of parents reading to children. This book combines breadth of vision with the cutting edge of research and is a 'must have' resource for researchers, students and policy makers in the fields of education and child development.

Full Product Details

Author:   Sebastian Suggate (University of Wurzburg, Germany) ,  Elaine Reese (University of Otago, New Zealand)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.650kg
ISBN:  

9780415614900

ISBN 10:   0415614902
Pages:   14
Publication Date:   17 May 2012
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Introduction 1. What are the purposes of education? The purpose of education – a ""post-liberal"" perspective Bo Dahlin Intellectual goals in the early years Lilian G. Katz De Groot’s lesson John Sweller 2. What is the effect of non-parental childcare on child development? Why non-maternal childcare can be good for children and families: research and policy implications Lynne Vernon-Feagans and Allison De Marco Delegated parenting: some neuroendocrine reservations Aric Sigman 3. Is shared-book reading an indispensable ingredient of responsible parenting? Shared-book reading: There is no downside for parents Catherine McBride-Chang The tyranny of shared book-reading Elaine Reese 4. What Should Be Done to Foster Children's Mathematical Development in the Preschool Years? Mathematics for the whole child Julie Sarama, Ph.D. and Douglas H. Clements, Ph.D. Fostering mathematical thinking through playful learning Kelly Fisher, Kathy Hirsh-Pasek, and Roberta M. Golinkoff 5. What is the role of digital media in early education? Extending opportunities for learning: The role of digital media in early education Lydia Plowman, Joanna McPake, and Christine Stephen The inappropriateness of ICT in early childhood arguments from philosophy, pedagogy, and developmental research Richard House 6. How is School Readiness Best Fostered? Promoting school readiness: an integrative framework Frederick J. Morrison and Annemarie H. Hindman School readiness and school’s readiness: On the child’s transition from preschool to school Niklas Pramling and & Ingrid Pramling Samuelsson 7. Is academic skill acquisition important during preschool and kindergarten?Understanding the Contributions of Early Academic Skills to Children’s Success in School Christopher Lonigan and Beth Phillips The Importance of Balance in Early Childhood Programs Rebecca Marcon 8. Is it important for children to acquire reading skills in preschool and kindergarten? Why is it important for children to begin learning to read in kindergarten? Linnea C. Ehri Watering the garden before a rainstorm: The case of early reading instruction Sebastian P. Suggate 9. What are the best ways to develop primary school children's mathematical abilities? The importance of reasoning and of knowing the number system when children begin to learn about mathematics Peter Bryant and Terezinha Nunes Towards Proficiency: The Chinese Method of Teaching Mathematics to Children Yujing Ni 10. Is phonological awareness causally important in the acquisition of reading and spelling? Re-impact of phonological awareness on the acquisition of literacy Wolfgang Schneider and Nicole Berger Increasing awareness of phonological awareness – helpful or misleading? Renate Valtin 11. What form should reading instruction in kindergarten and elementary school take? Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction Alison W. Arrow and William E. Tunmer Toward better teaching: Revising the fundamentals of learning to read G. Brian Thompson and Claire M. Fletcher-Flinn 12. What is the pedagogical value of homework? The changing debate: From assigning homework to designing homework Joyce L. Epstein and Frances L. Van Voorhis What the evidence says and what we need to investigate Julian Elliott and Peter Tymms 13. Is regular standardized assessment important for childhood education? The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning Gavin T. L. Brown and John Hattie Developments in standardized assessment: a perspective from the UK Christine Merrell 14. What is the role of the modern educator in fostering moral values and virtues? On the educational value of moral virtues: some lessons from ancient philosophy David Carr The pursuit of virtue as an aim of education Richard Pring"

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Author Information

Sebastian Suggate is currently working as a postdoctoral researcher in the Department of Psychology at the University of Wurzburg, Germany. Elaine Reese is Associate Professor in the Department of Psychology at the University of Otago, New Zealand.

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