Early Formal Education

Current Theory, Research, and Practice

Robert Hess

• Publisher: Routledge
• Year: 2017
• Print ISBN: 9781138522527
• eBook ISBN: 9781351312660
• Topic: Education
• Subtopic: Education General

The future of any society lies in its ability to train and socialize its young. The stability of its institutions, political systems, the productivity of its industrial resources, and the creativity of its intellectual talent reflect the success of those who have been given responsibility for shaping and developing its youth. If these teaching functions are not adequately performed, through failure of the agents, as a result of new demands created by new values, social, economic, or political change, pressures may emerge for the modification of socializing procedures, or for a change in the agents allocated responsibility for socialization.

Some major questions answered in this book include: At what age should formal education begin? What effect does the timing of education have on a child's later social and educational development? Do pre-school years deserve the fiscal resources and professional talent now being allocated to them? Can socially and economically disadvantaged children be successfully educated without involving families and community? What is the role of technology in the early education process?

This volume brings together the work of active and articulate spokespersons in the field of early education during the 1960s. It makes explicit the concepts, theories, and empirical data upon which the field as a whole is proceeding. These contributions from leading psychologists, child development researchers, and educators cover an unusually broad range of issues. Providing a reference on theories and existing programs in the field of early learning and offering many suggestions for the course and content of today's programs, this volume is important reading in child development and the psychology and sociology of education.

BIBLIOGRAPHY

ABEL, H., and SAHINKAYA, R. Emergence of sex and race friendship preferences. Child Develpm., 1962, 33, 939–943.

ACKERMANN, W. Bergründung einer strengen Implikation. J. symbolic Logic, 1956 21, 113–128.

———. Uber die Beziehung zwischen strikter und strenger Implikation. Dialectica, 1958, 12, 213–222.

ADAMS, E. M. Hall’s analysis of “ought.” J. Phil., 1958, 55, 73–75.

ADAMS, Jeanne C. Teaching scientific programming assisted by the computer. Computers and automation, 1967, 16, 20–22.

ADJUKIEWICZ, K. Logiczne podstawy nauczania. Warszawa, Poland: 1943.

ALLEN, K. EILEEN, Hart, BETTY M., Buell, JOAN S., HARRIS, Florence R., and WOLF, M. M. Effects of social reinforcement on isolate behavior of a nursery school child. Child Develpm., 1964, 35, 511–518.

ALLEN, L. E. Symbolic logic: a razor-edged tool for drafting and interpreting legal documents. Yale law J., 1957, 66, 833–879.

———. Logic, law and dreams. Law libr. J., 1959, 52, 131–144.

———. Deontic logic. In Modern uses of logic in law, 1960, 2, 13–27.

ALMY, Millie C. New views on intellectual development: A renaissance for early childhood education. Unpublished manuscript, Teachers College, Columbia University, New York, 1963.

ALTUS, W. D. Birth order and its sequelae. Science, 1966, 151, 44–49.

AMBROSE, Alice. On entailment and logical necessity. Proc. of the Aristotelian Soc., 1955, 56 n.s., 241–258.

ANASTASI, Anne. Differential psychology. (3rd ed.) New York: Macmillan, 1958.

ANDERSON, A. R. The formal analysis of normative systems. Tech. Rep. No. 2, Contract SAR/Nonr-609(16). New Haven: Office of Naval Research, Group Psychology Branch, 1956. (a) To appear in N. RESCHER (Ed.), The logic of action and decision (Pittsburgh: University of Pittsburgh Press, 1967).

———. Review of Prior and Feys. J. symbolic Logic, 1956, 21, 379. (b)

———. Review of Wilhelm Ackermann, Bergründung einer strengen Implikation. J. symbolic Logic, 1957, 22, 327–328.

———. The logic of norms. Logique et analyse, 1958, I n.s., 84–91. (a)

———. Mathematics and the “language game.” Rev. of Metaphysics, 1958, 11, 446–458. (b) Also in P. BENACERRAF and H. PUTNAM (Eds.), Philosophy of mathematics; selected readings (Oxford: Blackwell’s, Prentice-Hall Philosophy Series, 1964).

———. A reduction of deontic logic to alethic modal logic. Mind, 1958, 67 n.s., 100–103. (c)

———. On the logic of “commitment.” Phil. Stud., 1959, 10, 23–27.

———. Completeness theorems for the systems E of entailment and EQ of entailment with quantification. Tech. Rep. No. 6, Contract SAR/Nonr-609(16). New Haven: Office of Naval Research, Group Psychology Branch, 1960. Reprinted in Zeitschr. f. Math. Logik und Grund, d. Math., 1960, 6, 201–216.

———. Reply to Mr. Rescher. Phil. Stud., 1962, 13, 6–8.

———. Some open problems concerning the system E of entailment. Acta philosophica fennica, 1963, fasc. 16, (Helsinki)

———. and BELNAP, N. D., Jr. A modification of Ackermann’s “rigorous implication.” J. symbolic Logic, 1958, 23, 457–458. (Abstract)

———. A simple proof of Göde Fs completeness theorem. J. symbolic Logic, 1959, 24, 320–321. (Abstract) (a)

———. Modalities in Ackermann’s “rigorous implication.” J. symbolic Logic, 1959, 24, 107–111. (b)

———. A simple treatment of truth functions. J. symbolic Logic, 1959, 24, 301–302. (c)

———. Enthymemes. J. Phil., 1961, 58, 713–723. (a)

———. The pure calculus of entailment. J. symbolic Logic, 1961, 27, 19–52. (b)

———. Tautological entailments. Phil. Stud., 1961, 13, 9–24. (c)

———. First degree entailments. Tech. Rep. No. 10, Contract SAR/Nonr-609(16). New Haven: Office of Naval Research, Group Psychology Branch, 1963. Also in Math. Annalen, 1963, 149, 302–319.

———, and WALLACE, J. R. Independent axiom schemata for the pure theory of entailment. Zeitschrift für mathematische logik und grundlagen der mathematik, 1960, 6, 93–95.

ANDERSON, A. R., and MOORE, O. K. The formal analysis of normative concepts. Amer. sociol. Rev., 1957, 22, 1–17.

———. Autotelic folk models. Tech. Rep. No. 8, Contract SAR/Nonr-609(16). New Haven: Office of Naval Research, Group Psychology Branch, 1959. Also in The soc. quarterly, 1960, 1, 203–216.

———. Toward a formal analysis of cultural objects. Synthese, 1962, 14, 144–170.

APOSTEL, L. Game theory and the interpretation of deontic logic. Logique et analyse, 1960, 3 n.s., 70–90.

APPEL, M. H. Aggressive behavior of nursery school children and adult pro-cedures in dealing with such behavior. J. EXP. Educ., 1942, 11, 185–199.

AQVIST, L. A note on commitment. Phil. Stud., 1963, 14, 22–25. (a)

———. Postulate sets and decision procedures for some systems of deontic logic. Theoria, 1963, 29, 154–175. (b)

———. Interpretations of deontic logic. Mind, 1964, 73, 246–253.

ARONFREED, J. The nature, variety, and social patterning of moral response to transgression. J. abnorm, soc. Psychol., 1961, 63, 223–241.

ARONFREED, J., and REBER, A. The internationalization of social control through punishment. J. Pers. soc. Psychol., 1961, 1, 1.

AUSUBEL, D. P. Teaching strategy for culturally deprived pupils: cognitive and motivational considerations. Scholastic Rev., 1963, 71, 454–463.

BACON, J. Entailment and the modal fallacy. Rev. of Metaphysics, 1965, 18, 566–571.

BAER, D. M. Escape and avoidance response of pre-school children to two schedules of reinforcement withdrawal. J. exp. anal. Behav., 1960, 3, 155–159.

BALDWIN, A. L. The effect of home environment on nursery school behavior. Child Develpm., 1949, 20, 49–62.

———. A is happy—B is not. Child Develpm., 1965, 36, 583–600.

———, KALHORN, Joan, and BREESE, Fay H. The appraisal of parent be-havior. Psychol. Monogr., 1949, 63, No. 4 (Whole No. 299).

BALDWIN, Clare M. The role of verbal interaction in the cognitive development of pre-school children. Paper presented to Conference on Improvement of Nursery School Curriculum, May, 1963.

BAMBERGER, Jeanne. Montessori. Instrumentalist, 1965, 20 (3), 54–58.

BANDURA, A., a...

Table of contents

• Cover
• Half Titlepage
• Title Page
• Copyright Page
• Table of Contents
• I. Early Education as Socialization
• II. The Effect of Early Stimulation in the Emergence of Cognitive Processes
• III. The Problem of Timing in Pre-School Education
• IV. Conditions That Facilitate or Impede Cognitive Functioning: Implications for Developmental Theory and for Education
• V. The Early Training Project and Its General Rationale
• VI. The Fourth Dimension in Early Childhood Education
• VII. Brief Reflections on the Theory of Early Childhood Enrichment Programs
• VIII. Maternal Influences upon Early Learning: The Cognitive Environments of Urban Pre-School Children
• IX. Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings
• X. The Reinforcement Contingency in Pre-School and Remedial Education
• XI. Some Implications of Research on Language Development for Pre-School Education
• XII. Informal Education during the First Months of Life
• XIII. The Responsive Environments Project
• XIV. Early Learning and Personality: Summary and Commentary
• XV. Some Educated Guesses about Cognitive Development in the Pre-School Years
• XVI. Some Problems in the Evaluation of Pre-School Intervention Programs
• XVII. Issues in Early Learning and Pre-School Education: A Summary of the Conference Discussions
• Bibliography
• Index