Michigan State University Extension
Diversity and Pluralism - 11180242
12/95/
ERIC TITLE NUMBER: ED313101 AUTHOR: Spodek, Bernard
TITLE: Early Childhood Education in America: Consistencies
and Contradictions.
YEAR PUBLISHED: 1989
NOTE: 21 p.; Paper presented at the International
Conference on Early Education and Development (Hong Kong,
July 31
August 4, 1989).
ABSTRACT: Early childhood (ECE) programs should reflect the
diversity of the populations and cultures for which they
are designed. For example, there are varieties of support
for early childhood education in the United States, where
a basic distinction is made between programs for education
and programs for child care. While some may believe that
the alliance between the fields of ECE and child
development is immutable and uniform, in reality programs
differ in theories of development and educational ideology.
Kohlberg and Mayer identified three educational ideologies
that reflect different developmental theories: a romantic
ideology reflecting a maturational view; a cultural
transmission ideology reflecting a behavioral view; and a
progressive ideology reflecting an interactionist,
constructivist view. Although for many years the romantic
ideology was associated with most preprimary programs, at
present, ECE program in the United States are characterized
by a cultural transmission ideology or a progressive
ideology. It is well to keep in mind that while programs
for young children should be developmentally appropriate,
they should also be worthwhile educationally. The starting
place for educational program development should be a value
statement on what children ought to be and become.
Implications for educational practice and teacher education
are discussed. (RH)
KEY DESCRIPTORS: Cultural-Influences; Educational-Change;
Educational-History; Educational-Practices; Program
Development; Teacher-Education
KEY DESCRIPTORS: *Cultural-Pluralism; *Curriculum-;
*Developmental-Psychology; *Early-Childhood-Education;
*Educational-Theories; *Ideology-
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