ABSTRACT

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization.

Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process?

This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

chapter I|8 pages

Early Education as Socialization

ByRobert D. Hess

chapter III|15 pages

The Problem of Timing in Pre-School Education

ByHalbert B. Robinson, Nancy M. Robinson

chapter IV|10 pages

Conditions That Facilitate or Impede Cognitive Functioning

Implications for Developmental Theory and for Education
ByEugene S. Gollin

chapter V|8 pages

The Early Training Project and Its General Rationale

BySusan W. Gray, Rupert A. Klaus

chapter VI|11 pages

The Fourth Dimension in Early childhood Education

ByBettye M. Caldwell

chapter VII|8 pages

Brief Reflections on the Theory of Early Childhood Enrichment Programs

ByCynthia P. Deutsch, Martin Deutsch

chapter VIII|13 pages

Maternal Influences Upon Early Learning: The Cognitive Environments of Urban Pre-School Children

ByRobert D. Hess, Virginia C. Shipman

chapter IX|14 pages

Montessori With The Culturally Disadvantaged

A Cognitive-Developmental Interpretation and Some Research Findings
ByLawrence Kohlberg

chapter X|11 pages

The Reinforcement Contingency in Pre-School and Remedial Education

ByDonald M. Baer, Montrose M. Wolf

chapter XII|27 pages

Informal Education During the First Months of Life

ByBurton L. White

chapter XIII|19 pages

The Responsive Environments Project

ByOmar Khayyam Moore, Alan Ross Anderson

chapter XIV|12 pages

Early Learning and Personality

Summary and Commentary
ByEleanor E. Maccoby

chapter XVII|8 pages

Issues in Early Learning and Pre-School Education

A Summary of the Conference Discussions
ByRoberta Meyer Bear