1.

Record Nr.

UNINA9910830841603321

Autore

Tizard Barbara

Titolo

Young children learning [[electronic resource] /] / Barbara Tizard and Martin Hughes ; with a new foreword by Judy Dunn

Pubbl/distr/stampa

Malden, MA, : Blackwell Pub., 2002

ISBN

1-281-31917-1

9786611319175

0-470-70775-5

0-470-77432-0

0-470-77739-7

Edizione

[2nd ed.]

Descrizione fisica

1 online resource (266 p.)

Collana

Understanding children's worlds

Altri autori (Persone)

HughesMartin <1949 May 15->

Disciplina

155.42/3315

370.1523

Soggetti

Learning, Psychology of

Children - Language

Cognition in children

Home and school

Mother and child

Nursery schools

Teacher-student relationships

Speech and social status

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references (p. [236]-240) and indexes.

Nota di contenuto

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

Sommario/riassunto

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