Tizard / Hughes Young Children Learning

2. Auflage 2008
ISBN: 978-0-470-77739-8
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 264 Seiten, E-Book

This fascinating account of an unusual research project challengesmany assumptions about how young children learn and how best toteach them. In particular it turns upside-down the commonly heldbelief that professionals know better than parents how to educateand bring up children; and it throws doubt on the theory thatworking-class children underachieve at school because of a languagedeficit at home. The second edition of this bestselling textincludes a new introduction by Judy Dunn.
* * Fascinating account of an unusual research project challengesmany assumptions about how young children.
* Turns upside-down the commonly held belief that professionalsknow better than parents how to educate and bring upchildren.
* Throws doubt on the theory that working-class childrenunderachieve at school because of a language deficit at home.
* The authors' evidence is the children's own conversations whichare quoted extensively and are delightful.
* The second edition of this bestselling text includes anintroduction by Judy Dunn.

Autoren/Hrsg.

Tizard, Barbara

Hughes, Martin

Inhaltsverzeichnis

Foreword - Judy Dunn vii
Preface xiii
1. Why we studied children learning 1
2. How we carried out this study 11
3. Learning at home: play, games, stories and'lessons' 22
4. Learning at home: living and talking together 54
5. The puzzling mind of the four-year-old 80
6. Working-class verbal deprivation: myth or reality? 107
7. An afternoon with Donna and her mother 132
8. How the children fared at nursery school 148
9. The working-class girls, including Donna, at school 179
10. The gap between home and nursery school 197
11. Young children learning 209
Statistical appendix 227
Notes 236
Index of children 241
General index 242

Über Autor(innen)

Barbara Tizard is Emeritus Professor at the Institute ofEducation, the University of London, where she was formerlyDirector of the Thomas Coram Research Unit. All her research withchildren and young people has been concerned to provide a sounderbasis for the decisions, practices and policies that help to shapetheir lives and their development. Her books include Adoption: ASecond Chance (1970), Involving Parents in Nursery andInfant Schools (with Burchell and Mortimore, 1978), YoungChildren at School in the Inner City (with Blatchford, Burke,Farquhar, and Plewis, 1988), and Black, White, or Mixed Race?Race and Racism in the lives of Young People (with Phoenix,1993).
Martin Hughes is Professor in the Psychology of Educationand Head of School at the Graduate School of Education, Universityof Bristol. He has researched and written widely onchildren's learning of mathematics, reading and computers, onthe relationship between home and school, and on the role ofparents in their children's education. Between 1991 and 1997he directed the ESRC research programme on 'Innovation andChange in Education: The Quality of Teaching and Learning'.He is the author or editor of several books, including Parentsand their Children's Schools (with Wikeley and Nash, BlackwellPublishers, 1994), Perceptions of Teaching and Learning(1994), Progression in Learning (1995) and Teaching andLearning in Changing Times (with Desforges and Mitchell,2000).