Young Children and Reading: Trends across the Twentieth Century

1995 ◽  
Vol 177 (3) ◽  
pp. 95-127 ◽  
Author(s):  
William H. Teale
Keyword(s):  
Twentieth Century ◽  
Early Childhood ◽  
Young Children ◽  
Reading Education ◽  
Theoretical Understanding ◽  
The Past ◽  
Instructional Innovations ◽  
Childhood Reading

Over the past three decades, the increase in theoretical understanding and the positive instructional innovations in early childhood reading education have been profound. This article chronicles the most important of the twentieth-century developments by presenting (1) a description of what has been tried in early childhood reading education, (2) an analysis of why what has been tried has been tried, and (3) results of the efforts.

scholarly journals Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis

2021 ◽  
Vol 18 (4) ◽  
pp. 1457
Author(s):  
Rui Li ◽  
Nathan Rose ◽  
Yi Ming Zheng ◽  
Yunwei Chen ◽  
Sean Sylvia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Cognitive Development ◽  
Young Children ◽  
Parenting Practices ◽  
Rural China ◽  
Reading Practices ◽  
Rural Villages ◽  
Survey Results ◽  
Childhood Reading

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

Aquatic Experiences for Young Children: Evaluating Risks and Benefits

1989 ◽  
Vol 1 (3) ◽  
pp. 230-243 ◽  
Author(s):  
Stephen Langendorfer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Applied Research ◽  
Not Given ◽  
Instructional Programs ◽  
The Past ◽  
Risks And Benefits ◽  
Educational Literature ◽  
Basic And Applied Research

Aquatic experiences including structured instructional programs for young children have become extremely popular over the past two decades despite opposition and controversy. Surprisingly, this popularity and controversy have not given rise to extensive or sustained research efforts by exercise scientists or aquatic professionals. Most information available for assessing risks and benefits of aquatic experiences for young children must be gleaned from ancillary sources in medical and educational literature. This paper reviews important issues and questions in the medical, developmental, and pedagogical areas of early childhood aquatics. The need for basic and applied research efforts by teams of exercise scientists from physiologic, psychologic, medical, and aquatic backgrounds is apparent.

Freud, Sigmund (1856–1939)

2018 ◽  
Author(s):  
James Hopkins
Keyword(s):  
Twentieth Century ◽  
Early Childhood ◽  
Common Sense ◽  
Meaning In Life ◽  
Direct Action ◽  
Theory And Practice ◽  
Empirical Generalization ◽  
The Past ◽  
Human Desire ◽  
The Mind

Freud developed the theory and practice of psychoanalysis, one of the most influential schools of psychology and psychotherapy of the twentieth century. He established a relationship with his patients which maximized information relevant to the interpretation of their behaviour, and this enabled him to find explanations of dreams, symptoms and many other phenomena not previously related to desire. In consequence he was able radically to extend our common-sense psychology of motive. On Freud’s account everyday actions are determined by motives which are far more numerous and complex than people realize, or than common-sense understanding takes into account. The most basic and constant motives which influence our actions are unconscious, that is, difficult to acknowledge or avow. Such motives are residues of encounters with significant persons and situations from the past, often reaching back to early childhood; and they operate not to achieve realistic satisfaction, but rather to secure a form of pacification through representation. When we interpret what others say and do we apply these patterns of satisfaction and pacification to explain their behaviour; and in so far as we succeed in understanding others in this way we support the patterns as empirical generalization. While we recognize that pacification consequent on genuine satisfaction is deeper and more lasting than that effected by representation alone, we also know that human desire outruns opportunities for satisfaction to such an extent that pacification via imagination is common. This is a view which psychoanalysis radically extends. This understanding of the mind enabled Freud to give psychological accounts of neurosis and psychosis, and to explicate how the past gives significance to the present in normal mental functioning. Past desires, even those of infancy, are not psychologically lost; rather they are continually re-articulated through symbolism, so as to direct action towards their representational pacification throughout life. In this Freud provides both a radically holistic account of the causation of action and a naturalistic description of the generation of meaning in life. New goals acquire significance as representatives of the unremembered objects of our earliest and most visceral passions; and the depth of satisfaction we feel in present accomplishments flows from their unacknowledged pacification of unknown desires from the distant past. Thus, paradoxically, significant desires can remain forever flexible, renewable and satisfiable in their expressions, precisely because they are immutable, frustrated and unrelenting at the root.

Learning to Develop as Early Childhood Professionals

1997 ◽  
Vol 22 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Jillian Rodd
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Service Provision ◽  
Good Practice ◽  
Roles And Responsibilities ◽  
The Past ◽  
Early Childhood Professionals

The pressure towards increasing professionalism on the part of those practitioners who care for and educate young children has grown considerably over the past decade (Rodd, 1994). The need for improvements in the quality of early childhood service provision has been recognised by growing numbers of early childhood carers and teachers, many of whom already put a great deal of time and effort into their programs and services. In addition, the past decade has witnessed a broadening of the number of roles and responsibilities that early childhood professionals undertake in relation to the changing needs of young children and their families. It seems that the goal of ‘developing and implementing good practice’ which has motivated and underpinned the work of many early childhood practitioners has been achieved to a large extent.

Early Childhood Corner: The Big Math for Little Kids

2003 ◽  
Vol 9 (5) ◽  
pp. 264-268
Author(s):  
Robert Balfanz ◽  
Herbert P. Ginsburg ◽  
Carole Greenes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
National Science Foundation ◽  
Historical Record ◽  
Free Play ◽  
Early Childhood Mathematics ◽  
The Past ◽  
Current State ◽  
Wide Range ◽  
Mathematics Program

How many four-year-olds do you know who like to stomp, wiggle, and shout as they count to one hundred; go on a shape hunt to find examples of spheres, cubes, and rectangular prisms; help finish a story about a fantastic pasta maker by completing complex patterns; create and compare two towers of connecting cubes to figure out whose is taller and by how much; and use a map to locate objects in a room? Our answer is just about every four- and five-year-old we have observed over the past four years while developing the Big Math for Little Kids prekindergarten and kindergarten mathematics program. We began this process in the late 1990s because we were dissatisfied with the current state of early childhood mathematics. We observed teachers exposing young children to little or no interesting mathematics or instructing them to learn skills and concepts that they already knew (Greenes 1999). This observation contrasted with the wide range of mathematical ideas and skills that the children explored and employed during free play (Ginsburg 1999). We examined the historical record and learned that over the past two centuries, early childhood mathematics has gone through brief periods of richness followed by longer periods during which the mathematical interests and abilities of young children were seriously underestimated (Balfanz 1999). Aided by funding from the National Science Foundation, we decided to try to create an early childhood mathematics program that would build on the diverse mathematical interests and rich, implicit understandings of mathematics that young children hold.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

scholarly journals THE STORIES IN AL QUR'AN

2016 ◽  
Vol 1 (1) ◽  
pp. 89-112
Author(s):  
Abu Sari
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Fairy Tale ◽  
Short Length ◽  
Good News ◽  
Gradual Decline ◽  
Love Stories ◽  
The Past ◽  
The People

Man basically likes stories, It has become apparent when he was a child. Stories of various forms, very interesting interest. Included in the fairy tale, whether played by real or imaginary figures. The Qur'an contains stories. Qur'an as we know it, revealed to Prophet Muhammad SAW through intermediary Angel Gabriel AS gradually for 22 years 2 months 22 days or within 23 years. The gradual decline of the Qur'an, of course, is God's plan, in order to uphold His teachings. It should be remembered that the content of the Qur'an is not only limited to the stories, but the Qur'an is also a guide (Hudan, QS: 2: 2), Rahmat (Q. 31: 3) justifying the previous books (Mushaddiq, QS 6:92), giving warning (Nadziir, 25: 1), giving good news (Basyiir QS 17: 105), the distinction between the haq and the false (Al-Furqan, QS 25: 1). Stories from the side of the performer are divided into three parts: Acts of the previous Prophets, Acts relating to past events and persons not mentioned in prophethood, and Acts of the Messenger of Allah, and stories according to the short length of the story. Faithah story-story in the Qur'an, including: Explaining the principles of da'wah to Allah and the principalities of the Shari'ah, confirming the hearts of the Prophet and the hearts of the people of Muhammad on the religion of God, and justify the previous Prophets. The wisdom of repeating the stories in the Qur'an, including: Explaining the altitude of the quality of the Qur'an, giving great attention to the story to reinforce the impression in the soul, showing the greatness of miracles of the Qur'an and showing the existence of differences in the purpose of expression the story. Humans basically love stories. This was obvious when he was a child. Stories of various forms, very interesting interest. Included in the fairy tale, whether played by real or imaginary figures. The stories are told to go to sleep, can hypnotize the child and deliver it to sleep soundly and soundly. Young children may extend their imagination to rely on these stories, whether they are related to or unrelated to history. When he is in his early childhood, he will recall the stories with deep gratitude to his parents, or those who often tell him, contemplating the events he experienced in the past. At least for her, the story of her is a small part of history. The Qur'an contains stories. Qur'an as we know it, revealed to Prophet Muhammad SAW through intermediary Angel Gabriel AS gradually for 22 years 2 months 22 days or within 23 years. The gradual decline of the Qur'an, of course, is God's plan, in order to uphold His teachings. It should be remembered that the content of the Qur'an is not only limited to the stories, but the Qur'an is also a guide (Hudan, QS: 2: 2), Rahmat (Q. 31: 3) justifying the previous books (Mushaddiq, QS 6:92), giving warning (Nadziir, 25: 1), giving good news (Basyiir QS 17: 105), the distinction between the haq and the false (Al-Furqan, QS 25: 1).      

Normative Disfluency Data for Early Childhood Stuttering

1999 ◽  
Vol 42 (4) ◽  
pp. 895-909 ◽  
Author(s):  
Nicoline Grinager Ambrose ◽  
Ehud Yairi
Keyword(s):  
Early Childhood ◽  
Differential Diagnosis ◽  
Young Children ◽  
The Past

Although the past 50 years of research on early childhood stuttering and normal disfluency have produced vital information on the general features of disfluent speech behavior of young children, an adequate normative reference for early stuttering does not exist. The purpose of this report is to provide such reference and to provide a basis for clinical needs of differential diagnosis of stuttering from normal disfluency. Data are presented from 90 stuttering children ages 2 to 5 within 6 months of stuttering onset and from 54 age-matched normally fluent children. Means for disfluency types are presented. No significant differences were found for gender or for age. Stuttering-like disfluencies (SLD) did differ significantly for the stuttering and fluent groups, but other disfluencies (OD) did not. A weighted SLD is defined to further clarify differences between the groups. The pattern of disfluency types for normally fluent and for mild, moderate, and severe stuttering is presented. Stuttering is shown to be qualitatively as well as quantitatively different from normal disfluency even at the earliest stages of stuttering. Clinical and research implications are discussed.

Early Childhood Corner: Hidden Mathematics in the Preschool Classroom

2005 ◽  
Vol 11 (6) ◽  
pp. 345-347
Author(s):  
Mileen McGee
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Preschool Classroom ◽  
Childhood Education ◽  
The Past ◽  
Principles And Standards

With increased attention being focused on the youngest children in our schools, changes in mathematics instruction that have occurred over the past decade are most evident in early childhood education. This emphasis is especially true since the April 2000 release by NCTM of Principles and Standards for School Mathematics, in which mathematics for the prekindergarten child is included as part of the pre-K–2 grade band. By including three- and four-year-olds in its recommendations, NCTM recognizes and emphasizes the importance and value of mathematics instruction for young children. Subsequently, in drafting their own standards, many states are also recognizing the need for early childhood standards.

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