This fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate...
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This fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The second edition of this bestselling text includes a new introduction by Judy Dunn.
Fascinating account of an unusual research project challenges many assumptions about how young children.
Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children.
Throws doubt on the theory that working-class children underachieve at school because of a language deficit at home.
The authors' evidence is the children's own conversations which are quoted extensively and are delightful.
The second edition of this bestselling text includes an introduction by Judy Dunn.
-Publisher
PRODUCT DETAIL
- Catalogue Code 186749
- Product Code 0631236155
- EANÂ 9780631236153
- Pages 264
- Department Ministry
- Category Education
- Sub-Category General
- Publisher Blackwell Publishing
- Publication Date Jan 2003
- Dimensions 2295 x 1555 x 147mm
- Weight 0.344kg
Barbara Tizard
Barbara Tizard is Emeritus Professor at the Institute of Education, the University of London, where she was formerly Director of the Thomas Coram Research Unit. All her research with children and young people has been concerned to provide a sounder basis for the decisions, practices and policies that help to shape their lives and their development. Her books include "Adoption: A Second Chance "(1970), "Involving Parents in Nursery and Infant Schools" (with Burchell and Mortimore, 1978), "Young Children at School in the Inner City "(with Blatchford, Burke, Farquhar, and Plewis, 1988), and "Blac
Martin Hughes
Kathryn Anne Pomerantz, UK. Specialist Senior Educational Psychologist, Derbyshire County Council Educational Psychology Service seconded to the post of -Co-Course Director MSc Educational Psychology and Doctor of Educational Psychology, The University of Sheffield. Chartered Educational Psychologist. Member of the EdD Educational Psychology Course Sheffield University. <P> Martin Hughes, UK. Senior Educational Psychologist, Sheffield City Council. Chartered Educational Psychologist. Member of the EdD Educational Psychology Course, Sheffield University. <P> Dr David Thompson, UK. Senior Lectur
- :<p>foreword ? Judy Dunn Vii</p> <p>preface Xiii</p> <p>1. Why We Studied Children Learning 1</p> <p>2. How We Carried Out This Study 11</p> <p>3. Learning At Home: Play, Games, Stories And ?lessons? 22</p> <p>4. Learning At Home: Living And Talking Together 54</p> <p>5. The Puzzling Mind Of The Four-year-old 80</p> <p>6. Working-class Verbal Deprivation: Myth Or Reality? 107</p> <p>7. An Afternoon With Donna And Her Mother 132</p> <p>8. How The Children Fared At Nursery School 148</p> <p>9. The Working-class Girls, Including Donna, At School 179</p> <p>10. The Gap Between Home And Nursery School 197</p> <p>11. Young Children Learning 209</p> <p>statistical Appendix 227</p> <p>notes 236</p> <p>index Of Children 241</p> <p>general Index 242</p>
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