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• W63699730 abstract "Two theoretical frameworks, which underlie education programs for young Limited-English-Proficient (LEP) children, are explored: cognit.ve/developmental and maturational/linguistic theories. The cognitive/developmental view supports the idea that intellectual and language growth and learning are action oriented and variable among young and are affected by factors such as direct experiences with the physical and social worlds. The maturational/linguistic view stresses development and learning as a series of overlapping, predetermined, and continually emerging traits. A third view is recommended that is an offshoot of the maturational/linguistic view: the sociolinguistic perspective, wh:ch recognizes the significant affect that the sociocultural milieu has on children's language and intellectual traits. Several cognitive developmental implications for young LEP are discussed, including practical applications the early childhood classroom and home environments. Discovery learning (free, prompted, and directed) and the selection of materials for language and intellectual development are also suggested. Implications for further research are noted. Contains 62 references. (LB) ************************41********************************************N* Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************X** EARLY CHILDHOOD: THEORIES, RESEARCH AND IMPLICATIONS FOR BILINGUAL EDUCATION U I. DEPANTMINT or EDUCATION Office oI Education& Romarcti and intorove.menl EDUCATIONAL RESOURCES INFORMATION Thomas D. Yawkey CENTER (EF0C) 4.4ms doe umont nos bun (*produced as and feCtoild from tn. parnion as organ.zaton Joseph 0. Prewitt-Diaz Minot charciat nava tiaian made lo import rooroductmn czusIly Poinit of we,* or opniont Waled tn,s doCu moot 60 not necossa,wy repramnt otticlal OERI POCIoon Or policy INTRODUCTION Early childhood education is a developing field of study in the United States. Although there is some debate about the range of children's ages that encompass this field (Cartright and Peters, 1982), current teacher educators and researchers regard birth eight years of age as early childhood (Peters, Neisworth and Yawkey, 1985). From programmatic, human service and developmental perspectives, early childhend typically contains several smaller age-related areas of infancy (birth two years), preschool (two four years), kindergarten (five years) and primary grades (six eight years). In states such as California, New York, Pennsylvania and many others, early childhood teacher certification is increasingly viewed as professional certification of individuals deserving work in nursery through third grade school programs with from two eight years of age. Accordingly, this paper provides an overview of the major mainline early childhood theories and research studies that underlie this field of study. It relates these theories and studies young limted English proficient children. In addition, it su ens implications of these theories and research studies for practitioners and school administrators. The paper concludes with issues and recommendations for further research. EARLY CHILDHOOD THEORIES AND RESEARCH STUDIES Peters, et al. (1985) and Nurss and Hodges (1982) describe historiLaily several forms of early childhood education in the United States that mutually coexist and intersect: kindergarten, nursery school, day care and compensatory education. Each form has different gaals for the young child. The major goal of kindergarten is prepare the young child for formal schooling in first grade. It is generally regarded by mal / early childhood educators as a bridge between 1.0 home and school and, therefore, stresses socialization or social adjustment (Nurss and Hodges), fine 'and large motor development and other areas such 2S positive attitudes toward self, school and society. O In general, nu rsery school goals also stress socialization and positive self concept. Lay and Dopyera (1977), in Nurss and Hodges, note that nursery 161 2 BEST COPY AVAILABLE schools as half-day programs for young two five serve families primarily from middle upper socioeconomic levels. Play and its various forms, in inside and outside environments, help crystallize positive socialization and self concepts in young children. Day care, as the third form of early childhood education, varies widely from state state. Serving a variety of age levels, from infancy age five, in full-day programs, day care can be centeror homebased as well 2S private, proprietary, public or operated by business or industry exclusively for their employees. The goals of day care also vary from custodial care developmental and/or educational growth and stress a mix of developmentally and educationally appropriate activities (Nurss and Hodges, p. 505). With massive federal funding of Project Head Start in 1965, compensatory education began for from low economic strata. Although the goals ofProject Head Start are indeed comprehensive and cover numerous areas such as nutrition, health, and social, emotional, physical and intellectual and 4evelopment, Head Start is regarded by most early childhood theorists as the beginning of the early childhood field. There are several reasons for this recognition: 1. Peters, et al. (1985, p. 27) note oat Project Head Start was the legitimate offspring of and brought together the various early childhood forms of kindergarten, nursery schools and day care. In addition, Head Start represented a new, first attempt on a large federally legislated and funded scale for systematic intervention into the lives of young and families with the explicit intention of accomplishing large social goals. (Peters, et al. p. 27). 2. Founded on social unrest of the1950s and 1960s and child development research results that showed cumulative cognitive and stimulation deficits favoring middle over low SES children, Head Start ushered in great regard for theory and research driven early childhood programs and leashed theory and research serve the young child (Cartright and Peters, Nurss and Hodges). 3. Although the initial Head Start assumption of cu mulative deficits is highly questionable in present early childhood education, Head Start served to emphasize intellectual and language development and deemphasize social adjustment as goals as well as stress the plasLicity and malleability of development and learning in young children (Nurss and Hodges, 1982, p. 498). 4. Head Start for early childhood education legitimate unique, significant contributions that parents make their young children's development and learning and the significance of parent involvement and education for school programs." @default.
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• W63699730 title "Early Childhood: Theories, Research and Implications for Bilingual Education." @default.
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