Michael J. Kaufman, Sherelyn R. Kaufman, Elizabeth C. Nelson

Learning Together

The Law, Politics, Economics, Pedagogy, and Neuroscience of Early Childhood Education

• Gebundenes Buch

Produktbeschreibung

This book makes a comprehensive, multi-disciplinary argument for investing in effective early childhood education programs, especially those that develop in children their proven natural capacity to construct knowledge by building meaningful relationships. Recent insights in the fields of law, policy, economics, pedagogy, and neuroscience demonstrate that these particular programs produce robust educational, social, and economic benefits for children and for the country. The book also provides legal and political strategies for achieving these proven benefits as well as pedagogical strategies for developing the most effective early childhood education programs. The book concludes by making visible the wonderful learning that can take place in an early education environment where teachers are afforded the professional judgment to encourage children to construct their own knowledge through indispensable learning relationships.

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Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 298
• Erscheinungstermin: 30. März 2015
• Englisch
• Abmessung: 235mm x 157mm x 22mm
• Gewicht: 639g
• ISBN-13: 9781475806434
• ISBN-10: 1475806434
• Artikelnr.: 41759020

Autorenporträt

Michael J. Kaufman, J.D., M.A., is Associate Dean for Academic Affairs, Professor of Law, and Director of the Education Law and Policy Institute at Loyola University Chicago School of Law. Dean Kaufman has written countless books and countless articles regarding education law and policy and has served for many years on the Board of Education of a large, diverse public school district in the Chicago area. Sherelyn R. Kaufman, J.D., M.A.T., is a Professor on the Adjunct Faculty at the Erikson Institute Graduate School of Child Development. She has practiced education law in private law firms and the United States Department of Education, Office for Civil Rights, has taught students in virtually every grade level, has served as the director of an early childhood education program, and has provided expert consulting to many early childhood programs. Elizabeth C. Nelson, J. D. M.A.T., is a Professor on the Adjunct Faculty at Loyola University Chicago School of Law, specializing in education law and policy, as well as professional skills development. She has practiced law in the Office of the Attorney General for the State of Illinois and taught third grade in the city of Chicago.

Inhaltsangabe

Preface Introduction Section 1: The Political, Pedagogical, Legal, and
Economic Case for Investing in Early Childhood Education Chapter 1: The
Foundations of American Education Policy 1.Classical Philosophies of
Education: Early Education Must Be a Public Concern Because It Has the
Power to Shape Character and Support the Particular Political Regime
2.Modern Educational Philosophy: Public Education Is Vital to Freedom and
Self-Government 3.The Foundation of American Educational Policy: Democratic
Education Must Develop Meaningful Relationships Between Individuals and the
Community 4.The Foundations of Contemporary Debates About American
Educational Policy 5.Reconciling the Authoritarian and Progressive
Movements: Educating Children for the Future by Encouraging them to
Construct Knowledge through Meaningful Relationships 6.American Education
Policy Establishes a Strong Foundation for Early Childhood Education
Programs Designed to Construct Knowledge Through Meaningful Relationships
Chapter 2: The Pedagogical Foundations of American Early Childhood
Education 1.The Framers' Nuanced Understanding of Human Nature and Human
Development 2.The Pedagogical Consequences of the Framers' Nuanced View of
Human Nature and Human Development 3.The Political Consequences of the
Framers' Nuanced View of Human Nature and Human Development Chapter 3: The
Legal Foundations of American Early Childhood Education 1.The Fundamental
Relationship Between Federal and State Control Over Education 2.The
Relationship Between the State's Power to Regulate Education and the
Constitutional Rights of Parents and Guardians to Direct the Upbringing of
their Children 3.The Relationship Between the State's Power to Regulate
Education and Federal and State Constitutional Rights to Equitable and
Adequate Educational Funding 4.The Relationship Between the State's Power
to Regulate Education And Federal Statutory Rights and Protections for
Young Children with Educational Disabilities 5.The Foundations of American
Education Law Support Compelling Legal Arguments for Providing Access to
Early Childhood Education Programs Chapter 4: The Economic Foundations of
American Early Childhood Education 1.America's Schools and Their Students
B. America's Early Childhood Education Programs and Their Students C. The
Sources of Revenue to Support American Education 4.The Sources of Revenue
to Support Early Childhood Education E. The Inadequate and Inequitable
Funding of American Education 6.The Changing Economic Landscape 7.Investing
in Early Childhood Education 8.The Robust Economic Returns from an
Investment in Early Childhood Education Chapter 5: The Relationship Between
Investing in Early Childhood Education and Other Reform Initiatives
1.Accountability 2.Privatization 3.Remedial Education and Vocational
Training Programs Section 2: The Proven Benefits of Early Childhood
Education Programs that Encourage Children to Construct Knowledge by
Building Meaningful Relationships Chapter 6: Pedagogical Approaches to
Early Childhood Education 1.Direct Instruction of Traditional Academic
Skills 2.The Constructivist Approach 3.The Social Constructivist Approach
Chapter 7: The Proven Benefits of the Social Constructivist Approach to
Early Childhood Education 1.The Social Constructivist Approach Has Proven
to Produce Robust Educational, Social, and Economic Benefits 2.Recent
Discoveries in Cognitive Neuroscience and Psychology Demonstrate How the
Social Constructivist Approach Produces Particularly Robust Returns on an
Investment in Early Childhood Education Section 3: Strategies for
Expanding, Developing, and Designing Early Childhood Learning Communities
that Construct Knowledge through Meaningful Relationships Chapter 8: Legal,
Political, Economic and Comprehensive Strategies for Expanding Access to
Early Childhood Education Programs 1.Legal Strategies for Expanding Access
to Early Childhood Education Programs 2.Political Strategies for Expanding
Access to Early Childhood Education Programs 3.Strategies for Authentically
Assessing Early Childhood Education Programs 4.Economic Strategies for
Expanding Access to Early Childhood Education Programs 5.Developing
Public-Private Partnerships to Expand Access to Early Childhood Education
Programs 6.The Comprehensive Implementation Strategy: Supporting Teachers
and Reconciling Policy Debates About Accountability and Privatization
Chapter 9: Strategies for Developing a Social Constructivist Early Learning
Environment 1.Role-Playing 2.Shared Activities 3.Encouraging Multiple
Expressions of Learning through Media and Materials 4.The Social
Construction of Literacy 5.The Social Construction of Mathematics 6.The
Social Construction of Science Chapter 10: Making Learning Visible Through
Documentation 1.Developing the Art of Documentation 2.Practicing
Documentation to Deepen Learning 3.Using Documentation to Make Learning
Visible to Multiple Stakeholders Conclusion Appendices About the Authors
Index