Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Eager to Learn synthesizes the newest research findings on how children between the ages of two and five begin the learning process. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more.
"...this outstanding volume is essential for teachers, administrators, and policy makers. Not only is the information current, but the guiding ideas reflect the best thinking of outstanding researchers and educators in the field. Years or experience are behind the wisdom and recommendations... Rarely has the complexity of early childhood education been captured as effectively as in this report. ... The book is replete with useful charts, tables, and examples. ... Highly recommended at all levels."
-- CHOICE, November 2001
"...the book equivalent of packet soup, being solid, dense, and concentrated. ...this is a state of the art book. It is recommended reading for all those working with infants, either in research or clinically. It also provides food for thought on developmental processes for those who would not normally consider reading about crying behaviour."
-- Infant and Child Development, September 2002
"...a fascinating and valuable perspective of early years care and education. ... Clearly structured, the executive summary provides a useful context for the reader... Eager to Learn is an invaluable and relevant resource for directing further studies, informing reflection on existing practice and exploring global perspectives of early years pedagogy."
-- Early Years Journal, 2002
"An authoritative look at the long-term trend toward downward extension of the education system."
-- Future Survey, April 2001
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