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Recent Research in Early Childhood Education.

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Title: Recent Research in Early Childhood Education.
Authors: Butler, Annie L., Illinois Univ., Urbana. Coll. of Education.
Availability: College of Education Curriculum Laboratory, University of Illinois, 1210 W. Springfield Avenue, Urbana, Ill. 61801 (Catalog No. 1300-8, $0.25)
Peer Reviewed: N
Page Count: 13
Publication Date: 1971
Sponsoring Agency: Office of Education (DHEW), Washington, DC.
Contract Number: OEC-0-70-2623-(519)
Descriptors: Academic Achievement, Cognitive Processes, Creative Thinking, Curriculum, Early Childhood Education, Educational Change, Educational Programs, Human Relations, Models, Objectives, Parent Child Relationship, Parent Influence, Philosophy, Program Evaluation, Research, Stimulus Devices, Student Participation, Teacher Characteristics, Teacher Role, Teaching Methods, Theories
Abstract: This document reports on recent research in the United States in the field of early childhood education. The point is made that this research is characterized by conflicting ideologies and rapid change. This conflict revolves around such issues as the relative importance of direct instruction and incidental learning, the emphasis on cognitive learning as opposed to a more broadly based curriculum, and the emphasis on education for the future versus education more presently oriented. Researchers have been concerned with the effect of early childhood education on later school achievement. A decided factor in the results appears to be the degree of continuity or discontinuity between the early childhood and the later school program. A great deal of research supports the importance of the model which the parent sets for the child. In addition, the role assumed by the teacher makes a big difference. Teachers who are more resourceful stimulate more student cooperation, involvement, and activity. Early childhood education has also been widely accepted among its advocates as a contributor to better human relations. The growth of new early childhod education programs seems to be on the upsurge in the United States. Much of this growth is described as chaotic. However, it is concluded, education must contribute to the young child's self-fulfillment in the broadest sense, and early childhood education is a challenge to our best creative thinking. (CK)
Journal Code: RIEMAY1972
Entry Date: 1972
Accession Number: ED058970
Database: ERIC
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  Data: Recent Research in Early Childhood Education.
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Annie+L%2E%22">Butler, Annie L.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Coll%2E+of+Education%2E%22">Illinois Univ., Urbana. Coll. of Education.</searchLink>
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  Data: College of Education Curriculum Laboratory, University of Illinois, 1210 W. Springfield Avenue, Urbana, Ill. 61801 (Catalog No. 1300-8, $0.25)
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  Data: 13
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  Data: This document reports on recent research in the United States in the field of early childhood education. The point is made that this research is characterized by conflicting ideologies and rapid change. This conflict revolves around such issues as the relative importance of direct instruction and incidental learning, the emphasis on cognitive learning as opposed to a more broadly based curriculum, and the emphasis on education for the future versus education more presently oriented. Researchers have been concerned with the effect of early childhood education on later school achievement. A decided factor in the results appears to be the degree of continuity or discontinuity between the early childhood and the later school program. A great deal of research supports the importance of the model which the parent sets for the child. In addition, the role assumed by the teacher makes a big difference. Teachers who are more resourceful stimulate more student cooperation, involvement, and activity. Early childhood education has also been widely accepted among its advocates as a contributor to better human relations. The growth of new early childhod education programs seems to be on the upsurge in the United States. Much of this growth is described as chaotic. However, it is concluded, education must contribute to the young child's self-fulfillment in the broadest sense, and early childhood education is a challenge to our best creative thinking. (CK)
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Programs
        Type: general
      – SubjectFull: Human Relations
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Objectives
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Parent Influence
        Type: general
      – SubjectFull: Philosophy
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Stimulus Devices
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Theories
        Type: general
    Titles:
      – TitleFull: Recent Research in Early Childhood Education.
        Type: main
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            NameFull: Illinois Univ., Urbana. Coll. of Education.
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            NameFull: Butler, Annie L.
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              M: 08
              Type: published
              Y: 1971
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