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Product Description
Book Description
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 authors analysed tape-recordings of thirty four-year-olds in conversation with their mothers at home and, for comparison, with their teachers at school. The conversations at home revealed the children as persistent and logical thinkers, puzzling to grasp new ideas. The children’s talk with teachers lacked such richness, depth and variety; nor was there the sense of intellectual struggle and mutual attempt to communicate found at home.
The authors’ evidence is the children’s own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds.
The second edition of this bestselling text includes a new introduction by Judy Dunn.
Synopsis
The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that 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 authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children: and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children.
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 authors analysed tape-recordings of thirty four-year-olds in conversation with their mothers at home and, for comparison, with their teachers at school. The conversations at home revealed the children as persistent and logical thinkers, puzzling to grasp new ideas. The children’s talk with teachers lacked such richness, depth and variety; nor was there the sense of intellectual struggle and mutual attempt to communicate found at home.
The authors’ evidence is the children’s own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds.
The second edition of this bestselling text includes a new introduction by Judy Dunn.
Synopsis
The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that 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 authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children: and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children.
Inside This Book
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First Sentence
The central interest of our study was to describe the educational contexts of the home. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
The central interest of our study was to describe the educational contexts of the home. Read the first page
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Concordance
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover