LEADER 03789nam 2200601 450 001 9910788015403321 005 20230807210051.0 010 $a1-4758-0643-4 035 $a(CKB)2670000000608095 035 $a(EBL)2006819 035 $a(SSID)ssj0001459286 035 $a(PQKBManifestationID)12623448 035 $a(PQKBTitleCode)TC0001459286 035 $a(PQKBWorkID)11463881 035 $a(PQKB)10699592 035 $a(MiAaPQ)EBC2006819 035 $a(EXLCZ)992670000000608095 100 $a20150416h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning together $ethe law, politics, economics, pedagogy, and neuroscience of early childhood education /$fMichael J. Kaufman, Sherelyn R. Kaufman & Elizabeth C. Nelson 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2015. 210 4$dİ2015 215 $a1 online resource (297 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-0645-0 311 $a1-4758-0644-2 327 $aContents; Preface; Acknowledgments; Introduction; Section 1 THE POLITICAL, PEDAGOGICAL,LEGAL, AND ECONOMIC CASE FORINVESTING IN EARLYCHILDHOOD EDUCATION; Chapter One The Foundations of AmericanEducation Policy; Chapter 2 The Pedagogical Foundations of American Early Childhood Education; Chapter Three The Legal Foundations of American Early Childhood Education; Chapter Four The Economic Foundations of American Early Childhood Education; Chapter Five The Relationship Between Investing in Early Childhood Education and Other Reforms 327 $aSection 2 THE PROVEN BENEFITS OF EARLY CHILDHOOD EDUCATION PROGRAMS THAT ENCOURAGE CHILDREN TO CONSTRUCT KNOWLEDGE BY BUILDING MEANINGFUL RELATIONSHIPSChapter Six Pedagogical Approaches to Early Childhood Education; Chapter Seven The Proven Benefits of the Social Constructivist Approach; Section 3 STRATEGIES FOR EXPANDING, DEVELOPING, AND DESIGNING EARLY CHILDHOOD LEARNING COMMUNITIES THAT CONSTRUCT KNOWLEDGE THROUGH MEANINGFUL RELATIONSHIPS; Chapter Eight Legal, Political, Economic, and Comprehensive Strategies for Expanding Access 327 $aChapter Nine Strategies for Developing a Social Constructivist Early Learning EnvironmentChapter Ten Making Learning Visible Through Documentation; Conclusion; APPENDIX A A Model Complaint; APPENDIX B An Example of a Community Use Policy; APPENDIX C An Example of an Intergovernmental Agreement; APPENDIX D A License Agreement; About the Authors 330 $aFor too long, early childhood education has been conceived of as simply "pre-school," rather than as a critical and foundational school experience. Weaving together research and rationale from a wide variety of disciplines, the authors build an airtight case for recognizing early education as the "real" schooling it is, and for investing in quality programming for all of our children. 606 $aEarly childhood education$zUnited States 606 $aEarly childhood education$xGovernment policy$zUnited States 606 $aEarly childhood education$xLaw and legislation$zUnited States 606 $aEducational law and legislation$zUnited States 615 0$aEarly childhood education 615 0$aEarly childhood education$xGovernment policy 615 0$aEarly childhood education$xLaw and legislation 615 0$aEducational law and legislation 676 $a372.21 700 $aKaufman$b Michael J.$f1958-$01538937 702 $aKaufman$b Sherelyn R.$f1957- 702 $aNelson$b Elizabeth C. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788015403321 996 $aLearning together$93789474 997 $aUNINA