CHILD-DEVELOPMENT KNOWLEDGE AND TEACHER PREPARATION - CONFRONTING ASSUMPTIONS

Authors
KATZ LG
Citation
Lg. Katz, CHILD-DEVELOPMENT KNOWLEDGE AND TEACHER PREPARATION - CONFRONTING ASSUMPTIONS, Early childhood research quarterly, 11(2), 1996, pp. 135-146
Citations number
18
Journal title
Early childhood research quarterly → ACNP
ISSN journal
08852006
Volume
11
Issue
2
Year of publication
1996
Pages
135 - 146
Database
ISI
SICI code
0885-2006(1996)11:2<135:CKATP->2.0.ZU;2-Z
Abstract
This article takes up questions concerning the role and importance of child development knowledge for teachers, teaching, and teacher educat ion. Questions include: What does the term ''development'' mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of chi ld development knowledge in pedagogy become a contentious issue? The i mplications of answers to these questions are also discussed.