The great disconnect in early childhood education: what we know vs. what we do
(Book)
"Early childhood educators know all about how the brain develops and how children learn, yet there is a vast disconnect between what we have learned from research and what we actually do in the classroom. With today's system of standardized tests and academic learning by rote, young children are losing valuable opportunities to learn through play and discovery. So how did we get to this place? How do we connect what we know with what we do? [This book] provides a historical overview of how educational policies came into effect and how they are not living up to their well-intended purposes. Using real-life examples, this book explores what is possible if we stop worrying about academic performance objectives and start simply communicating with children. Michael Gramling challenges educators to envision preschools that work for all children and to start making the changes that will move us in a new direction." -- P. [4] Cover.
Notes
Gramling, M. (2015). The great disconnect in early childhood education: what we know vs. what we do. St. Paul, MN, Redleaf Press.
Chicago / Turabian - Author Date Citation (style guide)Gramling, Michael. 2015. The Great Disconnect in Early Childhood Education: What We Know Vs. What We Do. St. Paul, MN, Redleaf Press.
Chicago / Turabian - Humanities Citation (style guide)Gramling, Michael, The Great Disconnect in Early Childhood Education: What We Know Vs. What We Do. St. Paul, MN, Redleaf Press, 2015.
MLA Citation (style guide)Gramling, Michael. The Great Disconnect in Early Childhood Education: What We Know Vs. What We Do. St. Paul, MN, Redleaf Press, 2015.
Record Information
Last Sierra Extract Time | Apr 03, 2024 07:12:26 PM |
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Last File Modification Time | Apr 03, 2024 07:12:57 PM |
Last Grouped Work Modification Time | Apr 17, 2024 02:11:40 AM |
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100 | 1 | |a Gramling, Michael. | |
245 | 1 | 4 | |a The great disconnect in early childhood education :|b what we know vs. what we do /|c Michael Gramling ; foreword by Elizabeth Jones, PhD. |
264 | 1 | |a St. Paul, MN :|b Redleaf Press,|c [2015] | |
300 | |a xx, 172 pages ;|c 23 cm | ||
336 | |a text|2 rdacontent | ||
337 | |a unmediated|2 rdamedia | ||
338 | |a volume|2 rdacarrier | ||
504 | |a Includes bibliographical references and index. | ||
505 | 0 | |a America discovers poverty -- The accountability trap -- School readiness goals: when good intentions go bad -- Changing the way we talk to young children -- Amelia's story: recognizing that every child is different -- Envisioning a preschool classroom that works for all children -- Where do we go from here? Creating a human classroom. | |
520 | |a "Early childhood educators know all about how the brain develops and how children learn, yet there is a vast disconnect between what we have learned from research and what we actually do in the classroom. With today's system of standardized tests and academic learning by rote, young children are losing valuable opportunities to learn through play and discovery. So how did we get to this place? How do we connect what we know with what we do? [This book] provides a historical overview of how educational policies came into effect and how they are not living up to their well-intended purposes. Using real-life examples, this book explores what is possible if we stop worrying about academic performance objectives and start simply communicating with children. Michael Gramling challenges educators to envision preschools that work for all children and to start making the changes that will move us in a new direction." -- P. [4] Cover. | ||
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650 | 0 | |a Early childhood education|x Social aspects|z United States. | |
650 | 0 | |a Child care|z United States|x History. | |
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