Child development knowledge and early childhood teacher preparation: Assessing the relationship - A special collection

Early Childhood Research Quarterly

Volumn 11, Issue 2, 1996, Pages 117-133

  Goffin, Stacie C ^a  

^a EWING MARION KAUFFMAN FOUNDATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030525060     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(96)90001-0     Document Type: Article

References (86)

1. Antler J. Progressive education and the scientific study of the child: An analysis of the Bureau of Educational Experiments. Teachers College Record. 83:1982;559-591.
2. Ayers W. Disturbances from the field: Recovering the voice of the early childhood teacher. Kessler S., Swadener B.B. Reconceptualizing the early childhood curriculum: Beginning the dialogue. 1992;256-267 Teachers College Press, New York.
3. Bloch M.N. Critical science and the history of child development's influence on early educational research. Early Education and Development. 2:1991;95-108.
4. Bowman B. The professional development challenge: Supporting young children and families. Young Children. 51:1995;30-34.
5. Bredekamp S. Developmentally appropriate practice in early childhood programs serving children birth to age 8. 1987;National Association for the Education of Young Children, Washington, DC.
6. Bredekamp S. Redeveloping early childhood education: A response to Kessler. Early Childhood Research Quarterly. 48:1991;82-84.
7. Bredekamp S. What do early childhood professional need to know and be able to do? Young Children. 50:1995;67-69.
8. Bredekamp S., Willer B. Professionalizing the field of early childhood education: Pros and cons. Young Children. 48:1993;82-84.
9. Bronfenbrenner U. The ecology of human development: Experiments by nature and by design. 1979;Harvard University Press, Cambridge, MA.
10. Bronfenbrenner U. Ecological systems theory. Vasta R. Six theories of child development: Revised formulations and current issues. Annuals of child development. Vol. 6:1989;187-249 JAI, Greenwich, CT.
11. Bronfenbrenner U., Kessel F., Kennen W., White S. Toward a critical social history of developmental psychology: A propaedeutic discussion. American Psychologist. 41:1986;1218-1230.
12. Bruner J., Haste H. Making sense: The child's construction of the world. 1987;Methuen, New York.
13. Buchmann M. The use of research knowledge in teacher education and teaching. American Journal of Education. 92:1984;421-439.
14. Burman E. Deconstructing developmental psychology. 1994;Routledge, New York.
15. Cahan E., Mechling J., Sutton-Smith B., White S. The elusive historical child: Ways of knowing the child of history and psychology. Elder G.H., Modell J., Parke R.D. Children in time and place: Developmental and historical insights. 1993;192-223 Cambridge University Press, Cambridge, England.
16. Carnegie Task Force on Meeting the Needs of Young Children. Starting points: Meeting the needs of young children. 1994;Carnegie Corporation of New York, New York.
17. Center for Career Development in Early Care Education. Qualifications in licensing: A comparison of 1981 and 1994 data. 1994;Center for Career Development in Early Care Education, Boston, MA.
18. Charlesworth R., Hart C.H., Burts D.C., DeWolf M. The LSU studies: Building a research base for developmentally appropriate practice. Reifel S. Advances in early education and day care: Perspectives on developmentally appropriate practice. Vol. 5:1993;3-28 JAI, Greenwich, CT.
19. Cleverley J., Phillips D.C. Visions of childhood: Influential models from Locke to Spock. 1986;Teachers College Press, New York.
20. Cole M., Cole S.R. The development of children. 1989;Scientific American Books, New York.
21. Committee for Economic Development. The unfinished agenda: A new vision for child development and education. 1991;Committee for Economic Development, New York.
22. Committee for Economic Development. Why child care matters: Preparing young children for a more productive America. 1993;Committee for Economic Development, New York.
23. Cost Quality, Child Outcomes Study Team. Cost, quality, and child outcomes in child care centers. 1995;University of Colorado at Denver, Denver.
24. Cuban L. Managing dilemmas while building professional communities. Educational Researcher. 21:1992;4-11.
25. Delpit L.D. The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review. 58:1988;280-298.
26. Dresden J., Myers B.K. Early childhood professionals: Toward self-definition. Young Children. 44:1989;62-66.
27. Egan K. Education and psychology: Plato, Piaget, and scientific psychology. 1983;Teachers College Press, New York.
28. Elder G.H., Modell J., Parke R.D. Children in time and place: Developmental and historical insights. 1993;Cambridge University Press, Cambridge, England.
29. Elkind D. Child development and early childhood education: Where do we stand today? Young Children. 36:1981;2-9.
30. Elliott J. Educational theory and the professional learning of teachers: An overview. Cambridge Journal of Education. 19:1989;81-101.
31. Fein G., Schwartz P.M. Developmental theories in early education. Spodek B. Handbook of research in education. 1982;82-104 The Free Press, New York.
32. Fowell N., Lawton J. An alternative view of appropriate practice in early childhood education. Early Childhood Research Quarterly. 7:1992;53-73.
33. Galinsky E., Howes C., Kontos S., Shinn M. Study of children in family child care and relative care. 1994;Families and Work Institute, New York.
34. Goffin S.G. Taking a stand: Critical components of a position paper. The early childhood advocate. 1:(3-4):1990;4-5.
35. Goffin S.G. Curriculum models and early childhood education: Appraising the relationship. 1994;Merrill/Prentice-Hall, Columbus, OH.
36. Goffin S.G., Day D.E. New perspectives in early childhood teacher education: Bringing practitioners into the debate. 1994;Teachers College Press, New York.
37. Goffin S.G., Stegelin D. Changing kindergartens: Four success stories. 1992;National Association for the Education of Young Children, Washington, DC.
38. Greenberg P. Lucy Sprague Mitchell: A major missing link between early childhood education in the 1980s and Progressive Education in the 1890s-1930s. Young Children. 42:1987;70-85.
39. Greene M. Beyond the predictable: Possibilities and purposes. Williams L.R., Fromberg D.P. The proceedings of Defining the field of early childhood education: An invitational symposium. 1989;153-179 W. Alton Foundation, Charlottesville, VA.
40. Grubb W.N., Lazerson M. Broken promises: How Americans fail their children. 1988;The University of Chicago Press, Chicago.
41. Haberman M. What knowledge is of most worth to teachers of young children? Early Child Development and Care. 38:1988;33-41.
42. Kagan J. The nature of the child. 1984;Basic Books, New York.
43. Kagan S.L., Powell D.R., Weissbourd B., Zigler E.F. America's family support programs. 1987;Yale University Press, New Haven, CT.
44. Kagan S.L., Weissbourd B. Putting families first: America's family support movement and the challenge of change. 1994;Jossey-Bass, San Francisco.
45. Kessel F.S., Siegel A.W. The child and other cultural inventions. 1983;Praeger, New York.
46. Kessen W. The rise and fall of development. 1986 Heinz Werner Lecture Series. Vol. XV:1990;Clark University Press, Worchester, MA.
47. Kessen W. A developmentalist's reflection. Elder G.H., Modell J., Parke R.D. Children in time and place: Developmental and historical insights. 1993;226-229 Cambridge University Press, Cambridge, England.
48. Kohlberg L. From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. Kohlberg L. The psychology of moral development: Moral stages and the idea of justice. 1981;101-189 Harper & Row, San Francisco.
49. Kohlberg L., Mayer R. Development as the aim of education. Harvard Educational Review. 42:1972;449-496.
50. Labaree D.F. Power, knowledge, and the rationalization of teaching: A genealogy of the movement to professionalize teaching. Harvard Educational Review. 62:1992;123-154.
51. Lampert M. How do teachers manage to teach: Perspectives on problems in practice. Harvard Educational Review. 55:1985;178-194.
52. Larner M. Linking family support and early childhood programs: Issues, experiences, opportunities. 1994;Family Resource Coalition, Chicago.
53. Mallory B., New R. Diversity and developmentally appropriate practices: Challenges for early childhood education. 1994;Teachers College Press, New York.
54. Miller L. Early-years educators out front in ditching traditional tests. Education Week. 1995, May 3;8-9.
55. Mitchell A. Preparation and credentialling: Lessons from other occupations for the early care and education field. A Quality 2000 Working Paper. 1994;Bush Center of Child Development and Social Policy, New Haven, CT.
56. Mitchell A. A proposal for licensing individuals who practice early care and education. A Quality 2000 Working Paper. 1995;Bush Center of Child Development and Social Policy, New Haven, CT.
57. Morgan G. Is "professional" a noun? 1994;The Center for Career Development in Early Care and Education, Boston, MA.
58. Morgan G., Azer S.L., Costley J.B., Genser A., Goodman I.F., Lombardi J., McGimsey B. Making a career of it; The state of the states report on career development in early care and education. 1993;Center for Career Development in Early Care and Education, Boston, MA.
59. National Association for the Education of Young Children. Position statement: A conceptual framework for early childhood professional development. Young Children. 49:1994;68-77.
60. National Association of Elementary School Principals. Early childhood education and the elementary school principal: Standards for quality programs for young children. 1990;National Association of Elementary School Principals, Alexandria, VA.
61. National Association of State Boards of Education. Right from the start. 1988;National Association of State Boards of Education, Alexandria, VA.
62. National Association of State Boards of Education. Caring communities: Supporting young children and families. 1991;National Association of State Boards of Education, Alexandria, VA.
63. National Center for the Early Childhood Work Force. Breaking the link: Conference report of the National Forum on Child Care Compensation. 1994;National Center for the Early Childhood Work Force, Washington, DC.
64. Peters D.L., Klinzing D.G. The context of early childhood teacher education programs: Child development. Spodek B., Saracho O.M. Early childhood teacher preparation. 1990;67-81 Teachers College Press, New York.
65. Polokow V. Deconstructing development. Journal of Education. 171:1989;75-87.
66. Reifel S. Advances in early education and day care: Perspectives on developmentally appropriate practice. Vol. 5:1993;JAI, Greenwich, CT.
67. Rogoff B., Morelli G. Perspectives on children's development in cultural psychology. American Psychologist. 44:1989;343-348.
68. Sameroff A. Transactional models in early social relations. Human Development. 18:1975;65-79.
69. Schon D.A. The reflective practitioner: How professionals think in practice. 1983;Basic Books, New York.
70. Schubert W.H. Curriculum: Perspective, paradigm, and possibility. 1986;Macmillan, New York.
71. Sears R.R. A theoretical framework for personality and social behavior. American Psychologist. 6:1951;476-483.
72. Silin J.G. Authority as knowledge: A problem of professionalization. Young Children. 40:1985;41-46.
73. Silin J.G. The early childhood educator's knowledge base: A reconsideration. Katz L.G. Current topics in early childhood education. Vol. 7:1987;17-31 Ablex, Norwood, NJ.
74. Silin J.G. On becoming knowledgeable professionals. Spodek B., Saracho O.N., Peters D.L. Professionalism and the early childhood practitioner. 1988;117-134 Teachers College Press, New York.
75. Spodek B. What constitutes worthwhile educational experiences for young children? Spodek B. Teaching practices: Reexamining assumptions. 1977;5-20 National Association for the Education of Young Children, Washington, DC.
76. Spodek B. Development, values, and knowledge in the kindergarten curriculum. Spodek B. Today's kindergarten: Exploring the knowledge base. Expanding the curriculum. 1986;32-47 Teachers College Press, New York.
77. Suransky V. The erosion of childhood. 1982;University of Chicago Press, Chicago.
78. Sutton-Smith B. Radicalizing childhood. Williams L.R., Fromberg D.P. The proceedings of defining the field of early childhood education: An invitational symposium. 1989;77-151 W. Alton Jones Foundation, Charlottesville, VA.
79. Swadener B.B., Kessler S. Introduction to the special issue. Early Education and Development. 2:1991a;85-94.
80. Swadener B.B., Kessler S. Reconceptualizing early childhood education. Early Education and Development. 2:1991b;. [special issue].
81. Tobin J.J. Early childhood education and the public schools: Obstacles to reconstructing a relationship. Early Education and Development. 3:1992;196-200.
82. Vandenberg B. Is development an anachronism? Paper presented at the biennial meeting of the Society for Research in Child Development. New Orleans, LA :1993, March.
83. White S.H. The idea of development in developmental psychology. Lerner R.M. Developmental psychology: Historical and philosophical perspectives. 1983a;55-77 Erlbaum, Hillsdale, NJ.
84. White S.H. Psychology as a moral science. Kessel F.S., Siegel A.W. The child and other cultural inventions. 1983b;1-25 Praeger, New York.
85. Zimiles H. Rethinking the role of research: New issues and lingering doubts in an era of expanding preschool education. Early Childhood Research Quarterly. 1:1986;189-206.
86. Zuckerman M. Plus ca change: The high-tech child in historical perspective. Early Childhood Research Quarterly. 2:1987;255-264.