National Research Council. (2000). How children learn. In How People Learn: Brain, Mind, Experience, and School: Expanded Edition (pp. 79-113). National Academies Press.
One of the more interesting points this chapter touches on is the outdated notion of tabula rasa, where a child’s mind is a blank slate to be written on. It is now believed that children are active learners with self-agency, with ideas on what and how they want to learn. Theories on active learning puts emphasis on the ability for learners to accumulate and organize knowledge, Children are viewed as continuously developing strategies for remembering information, understanding learned concepts, and solving problems. This has been made apparent through outlining cognitive developmental milestones. Understanding how children think, learn and express their knowledge
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It does this through a variety of ways. It describes developmentally appropriate teaching practices; identifies expected learning outcomes for young children; defines supportive learning environments; links expectations document to Core Curriculum Content Standards; provides guidance on the assessment of young children; provides examples for preschool teaching practices and learning outcomes; and provides specific developmentally appropriate practices.
Preschool education consists of specially designed educational experiences to stimulate, assist, support, and sustain emergent skills before entering kindergarten. Preschools and supportive programming aim at providing a wide range of developmentally appropriate experiences that young children need to be successful through their early years of education.
Like the NJCYC Early Learning Standards, this document presents standards for creating and sustaining an effective learning environment, while also identifying and demonstrating appropriate assessment tools and