Psychological Perspectives on Early Childhood Education

• Contents: Foreword. Preface. S.L. Golbeck, Instructional Models for Early Childhood: In Search of a Child-Regulated/Teacher-Guided Pedagogy. Part I: Foundations for Instruction and Pedagogy.R. Case, S. Griffin, W.M. Kelly, Socioeconomic Differences in Children's Early Cognitive Development and Their Readiness for Schooling. D.J. Stipek, J.K. Greene, Achievement Motivation in Early Childhood: Cause for Concern or Celebration? L. McCune, M.B. Zanes, Learning: Attention and Play. M.C. Hyson, J. Molinaro, Learning Through Feeling: Children's Development, Teachers' Beliefs and Relationships, and Classroom Practices. E.L. Klein, Children's Perspectives on Their Experiences in Early Education and Child-Care Settings. Part II: Practice of Pedagogy in Early Education.R. DeVries, Constructivist Education in Preschool and Elementary School: The Sociomoral Atmosphere as the First Education Goal. H.P. Ginsburg, S. Pappas, K-H. Seo, Everyday Mathematical Knowledge: Asking Young Children What Is Developmentally Appropriate. L.S. Liben, R.M. Downs, Geography for Young Children: Maps as Tools for Learning Environments. L.M. Morrow, Literacy Development and Young Children: Research to Practice. H.S. Rosenberg, Imagination Styles of Four- and Five-Year Olds. E.C. Frede, W.S. Barnett, T. Lupo, Measuring Recommended Practices for Very Young Children With Disabilities.

"Several things were impressive about the book. It seemed as though the authors took pains to keep classroom teachers in mind. Offering research from both sides of unique and timely topics, the contributing authors suggest an array of activities to try in the classroom. The writers also gave some endearing vignettes from their personal research experience, which made the reading particularly enjoyable."—Childhood Education"...the book is successful in providing a stimulating overview of many of the major controversies and dilemmas in the field of early education. Those articles that challenge the field to integraate the strengths of many theories into teaching strategies, and those that attempt to link specific academic disciplines with curriculum practice are particularly provocative and interesting. They suggest exciting ways not only to meet the challenges posed by the national educational reform movement, but to lead the way to reform with appropriate and effective goals and practices.—Contemporary Psychology