Child development knowledge and teacher preparation: Confronting assumptions

Autor:	Lillian G Katz
Rok vydání:	1996
Předmět:	Early childhood education Sociology and Political Science Teaching method Pedagogy Professional development Developmental and Educational Psychology Cognitive development Parenting styles Philosophy of education Psychology Child development Teacher education Education
Zdroj:	Early Childhood Research Quarterly. 11:135-146
ISSN:	0885-2006
DOI:	10.1016/s0885-2006(96)90002-2
Popis:	This article takes up questions concerning the role and importance of child development knowledge for teachers, teaching, and teacher education. Questions include: What does the term “development” mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of child development knowledge in pedagogy become a contentious issue? The implications of answers to these questions are also discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::26dd4062c76296ca9fe5a62284cbc47c https://doi.org/10.1016/s0885-2006(96)90002-2 Zobrazit plný text záznamu Full Text from ScienceDirect