How children learn Getting beyond the deficit myth

• Main Author: Fayden, Terese
• Format: eBook Book
• Language: English
• Published: Boulder, Colo Paradigm Publishers 2005; Routledge; Taylor and Francis; Taylor & Francis Group
• Edition: 1
• Series: Series in critical narratives
• Subjects: Academic Ability; Academic Achievement; American Indian Education; American Indians; Cultural Traits; Education; Family Environment; Federal Legislation; Kindergarten; Learning, Psychology of; Lernpsychologie; Literacy; Low Achievement; Minorities; Minorities > Education (Elementary) > United States > Case studies; Minority Group Children; Multicultural education; Multicultural education > United States > Case studies; Nationale Minderheit; Preschool Teachers; Pueblo children; Pueblo children - Education; Pueblo children > Education > Case studies; Vereinigte Staaten; Early Learning Years; Diverse Children; Social Constructivist Classroom; Children's Graphic Representations; minority; Martin's Work; Paper Plate; thinking; Underrepresented Children; life; Cultural Deprivation; Lax Vowels; underrepresented; Pom Pom; Minority Schools; Basic Skills Curriculum; deprivation; Indian Children; pueblo; Minority Children; Tense Vowels; deficit; Preconsonantal Nasals; Daily Writing Time; Deficit Thinking; Phonetic Words; indians; Pueblo Indian Children; Pueblo Indians; Letter Correspondences; cultural; Central Park East; Pueblo Life; indian; Indian Learning Styles
• ISBN: 1594511055; 9781594511059; 9781594511042; 1594511047
• DOI: 10.4324/9781315634111

The inspirational stories of young learners in this book discredit assumptions behind recent educational reforms, including high stakes testing and No Child Left Behind policies. The experiences of the American Indian children and the author, a kindergarten teacher, challenge the widely held assumption that minority children enter school "at risk." Deficit theory assumes that minority children are responsible for their failure by cultural deficiency or family ineptitude. Fayden vividly shows how truly equitable treatment of minority children can improve students' inherent abilities to learn and can result in higher achievement for minority and all young children.