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Essay / Research Paper Abstract
A 5 page summation and critique of an article on early childhood education. (Adcock, S. G. and M.M. Patton (2001) Views of effective early childhood educators regarding systemic constraints that affect their teaching. Journal of Research in Childhood Education 15(2), 194-208). This study examines the perspectives of teachers regarding curricular trends; the teaching practices employed by the sample group; and how systemic constraints caused by the emphasis on academics affects teaching practices. No additional sources cited.
Page Count:
5 pages (~225 words per page)
File: D0_khecearc.rtf
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who believe that in "developmentally appropriate practice" (DAP), and those people in authority at the state and national level who insist that curriculums follow an academics-only philosophy that fails to
consider what research has shown to be appropriate developmental tasks for each age. This study examines the perspectives of teachers regarding curricular trends; the teaching practices employed by the sample
group; and how systemic constraints caused by the emphasis on academics affects teaching practices. Objectives The authors state their objectives clearly, which is to examine how the above stated national
controversy is playing out in the classroom, and how the ramifications of the current curricular trends have affected the teachings methods of the sample group. Conceptual Support In laying
out the parameters of the problem being investigated by their study, the authors cite numerous studies that address this controversy, and attendant issues. The authors point out that while everyone
agrees on the goal of achieving "readiness to learn," how best to achieve this goal is being hotly debated. They cite opinions on both sides of the controversy. For example,
the authors cite Wards 1996 study as demonstrating that childrens abilities are developed through "discovery, movement, exploration, interaction, and play" (Adcock and Patton, 2001, p. 195). However, they also state
that the 1998 article by Deyer and Hobbs contends that they key to school readiness is to have more academic work at an earlier age. The history of the
controversy is given, with the authors dating the beginning of this debate as occurring in 1991 when former President George Bush and the National Governors Association launched "Goals 2000," a
program that stated that by the year 2000, "all children will start school ready to learn" (p. 195). This has resulted in a trend toward more formal, academic instruction at
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