The field of early childhood education and the science of
psychology have a long and closely intertwined history. The study
of young children's learning within school contexts provides a test
of developmental theory while at the same time identifies the
limits of psychology for informing practice. The purpose of this
book, part of the Rutgers Invitational Symposium on Education
Series, is to bring together the work of the leading researchers in
the field of child development and early education to inform three
issues facing the United States today:
* clarifying developmentally appropriate instruction from the
perspective of cognitive developmental psychology;
* ensuring that young children's schooling adequately addresses
content; and
* meeting cognitive goals while simultaneously supporting social
and emotional development.
Throughout, the role of empirical inquiry in developmental
psychology for the practice of early education is examined.
General
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