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Young Children Learning, 2nd Edition

Young Children Learning, 2nd Edition

Barbara Tizard, Martin Hughes

ISBN: 978-0-631-23615-3

Feb 2003

264 pages

In Stock

$52.95

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 second edition of this bestselling text includes a new introduction by Judy Dunn.

  • Fascinating account of an unusual research project challenges many assumptions about how young children.
  • Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children.
  • 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.
  • The second edition of this bestselling text includes an introduction by Judy Dunn.

Foreword – Judy Dunn vii

Preface xiii

1. Why we studied children learning 1

2. How we carried out this study 11

3. Learning at home: play, games, stories and ‘lessons’ 22

4. Learning at home: living and talking together 54

5. The puzzling mind of the four-year-old 80

6. Working-class verbal deprivation: myth or reality? 107

7. An afternoon with Donna and her mother 132

8. How the children fared at nursery school 148

9. The working-class girls, including Donna, at school 179

10. The gap between home and nursery school 197

11. Young children learning 209

Statistical appendix 227

Notes 236

Index of children 241

General index 242

'The positive and extremely important message that comes from 'Young Children Learning' is that young children learn a great deal of value in the most informal of settings. The evidence that Barbara Tizard and Martin Hughes present to support this conclusion is convincing and stimulating.' Peter Bryant, Oxford University <!--end-->


  • Fascinating account of an unusual research project challenges many assumptions about how young children.


  • Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children.


  • 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.


  • The second edition of this bestselling text includes an introduction by Judy Dunn.