Early childhood development and learning : new knowledge for policy /

Compelling new scientific evidence reveals that a child's earliest experiences have a major role in shaping the likelihood of getting off to a good start in life and school, for these are the years when the essential structures for growth and learning are put in place. These findings have impor...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor Corporativo: National Research Council (U.S.). Division of Behavioral and Social Sciences and Education
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Washington, DC : National Academy Press, ©2001.
Temas:
Child development > Government policy > United States.
Early childhood education > Government policy > United States.
Child development.
Learning.
Child Development
Learning
Public Policy
Policy Making
Enfants > Développement > Politique gouvernementale > États-Unis.
Éducation de la première enfance > Politique gouvernementale > États-Unis.
Enfants > Développement.
Apprentissage.
EDUCATION > Preschool & Kindergarten.
Child development > Government policy.
Early childhood education > Government policy.
United States
United States.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • EARLY CHILDHOOD DEVELOPMENT AND LEARNING
  • Copyright
  • Contents
  • Overview
  • AVAILABILITY INFORMATION
  • From Neurons to Neighborhoods The Science of Early Childhood Development
  • COMMITTEE ON INTEGRATING THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT
  • Executive Summary
  • PUTTING THE STUDY IN CONTEXT
  • THE COMMITTEE'S CHARGE
  • CORE CONCEPTS OF DEVELOPMENT
  • POLICY AND PRACTICE
  • All Children Are Born Wired for Feelings and Ready to Learn
  • Early Environments Matter and Nurturing Relationships Are Essential
  • Society Is Changing and the Needs of Young Children Are Not Being AddressedInteractions Among Early Childhood Science, Policy, and Practice Are Problematic and Demand Dramatic Rethinking
  • RESEARCH AND EVALUATION
  • Integrating Child Development Research, Neuroscience, and Molecular Genetics
  • Integrating the Basic Science of Human Development and the Applied Science of Early Childhood Intervention
  • Improving Evaluations of Early Childhood Interventions
  • CONCLUDING THOUGHTS
  • Eager to Learn Educating Our Preschoolers
  • COMMITTEE ON EARLY CHILDHOOD PEDAGOGY
  • Executive SummaryCONTEXT OF THE REPORT AND COMMITTEE CHARGE
  • NEW UNDERSTANDINGS OF EARLY CHILDHOOD DEVELOPMENT AND PEDAGOGY
  • VARIATION AMONG CHILDREN
  • QUALITY IN EDUCATION AND CARE
  • FEATURES OF QUALITY PROGRAMS
  • CURRICULUM AND PEDAGOGY
  • ASSESSMENT IN EARLY CHILDHOOD EDUCATION
  • RECOMMENDATIONS
  • Professional Development
  • Educational Materials
  • Policy
  • The Public
  • FUTURE RESEARCH NEEDS
  • Research on Early Childhood Learning and Development
  • Research on Programs, Curricula, and Assessment
  • Research on Ways to Create Universal High QualityCONCLUSION
  • Preventing Reading Difficulties in Young Children
  • COMMITTEE ON THE PREVENTION OF READING DIFFICULTIES IN YOUNG CHILDREN
  • Executive Summary
  • THE COMMITTEE'S APPROACH
  • CONCEPTUALIZING READING AND READING INSTRUCTION
  • RECOMMENDATIONS
  • Literacy Instruction in First Through Third Grades
  • Promoting Literacy Development in Preschool and Kindergarten
  • Education and Professional Development for All Involved in Literacy Instruction
  • Teaching Reading to Speakers of Other Languages
  • Ensuring Adequate Resources to Meet Children's NeedsAddressing the Needs of Children with Persistent Reading Difficulties
  • CONCLUSION
  • How People Learn Brain, Mind, Experience, and School
  • COMMITTEE ON LEARNING RESEARCH AND EDUCATIONAL PRACTICE
  • Learning: From Speculation to Science
  • FOCUS: PEOPLE, SCHOOLS, AND THE POTENTIAL TO LEARN
  • DEVELOPMENT OF THE SCIENCE OF LEARNING
  • Learning with Understanding
  • Pre-Existing Knowledge
  • Active Learning
  • Implications for Education
  • An Evolving Science
  • Key Findings
  • Implications for Teaching

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