Search results for: Halpern Robert

In this article, the author uses the framework of prek-3rd as a vehicle for exploring the implications of more closely linking Early Childhood Education (ECE) and schooling, focusing especially on philosophical and practical issues raised by this objective. He will examine the reasoning of proponents and raise questions about their assumptions. The prek-3rd posits a heterogeneous population of children moving up through a matrix of diverse learning and developmental tasks at different rates. The author concludes that the example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together, such as a complex view of the child and sensitivity to individual differences; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school.