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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.
- Sales Rank: #3888493 in eBooks
- Published on: 2008-06-09
- Released on: 2008-06-09
- Format: Kindle eBook
Review
'The positive and extremely important message that comes from 'Young Children Learning' is that young children learn a great deal of value in the most informal of settings. The evidence that Barbara Tizard and Martin Hughes present to support this conclusion is convincing and stimulating.' Peter Bryant, Oxford University
Review
'The positive and extremely important message that comes from 'Young Children Learning' is that young children learn a great deal of value in the most informal of settings. The evidence that Barbara Tizard and Martin Hughes present to support this conclusion is convincing and stimulating.' Peter Bryant, Oxford University
From the Back Cover
The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that 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 authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children.
Most helpful customer reviews
3 of 4 people found the following review helpful.
Young Children Learning
By Allegro1066
This is a remarkable book - a must read for every parent, parent-to-be, and teacher! I read it shortly after its publication, and was so impressed that I called and also spoke with Barbara Tizard, its British author and educational researcher. I also gave individual copies to the members of the board of our local school district, who were debating whether to open a program for three-year-olds in our middle-to-upper class neighborhood.
To compare the intellectual effectiveness of school and home, respectively, of preschoolers in two-parent families on public assistance, Dr. Tizard wired the preschoolers with tiny microphones and followed them into the two environments. As I remember, the experiment was rather lengthy - perhaps several months long.
The outcomes were stunning - even to the researchers, as I recall; across the board the children experienced dramatically more teachable moments and had more intellectual leaps in their homes than they did at school. Because instant responses by parents were able to satisfy immediately the questions children asked, the children were able to grasp a concept at the exact time they exhibited curiosity about it. If my memory serves me correctly, the individual interactions at school between the child and the teacher were at a bare minimum, and mainly were limited to comments such as, " Johnny, please give the glue back to Susie," or "Tell Jenny to quit kicking me", rather than intellectually speculating about why something floats or sinks.
On the other hand, even the poor home offered a ripe environment for the opportunity of satisfying curiosity. After arriving at home after a morning at preschool, a little girl, while eating her lunch, asked her mother why the roof was slanted. The recorder picked up the mother's reply and subsequent discussion (snow, gravity, etc.) as both mother and child pondered this profound scientific concept.
Fascinating!
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