How children learn Getting beyond the deficit myth
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 assumpt...
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| Main Author | |
|---|---|
| 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 | |
| Online Access | Get full text |
| ISBN | 1594511055 9781594511059 9781594511042 1594511047 |
| DOI | 10.4324/9781315634111 |
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| Abstract | 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. |
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| AbstractList | 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. 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 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. “Terese Fayden’s How Children Learn: Getting Beyond the Deficit Myth is a book that unfolds Fayden’s experience and analysis of her students’ acquisition of knowledge through their emergent writing, art, language use and development, and actions. Fayden’s book molds theory and practice rooted in a multicultural perspective. … Fayden’s critical look at teaching pedagogy will no doubt open people’s minds to look at their own teaching pedagogy. Teachers, trainers, practitioners, and researchers alike will find some interest in this book. All will find some sliver of information in that culture is a pathway, not an obstruction, to learning.” —Teachers College Record “Fayden’s story is an inspiring one of hope, embedded in the poignant detail of her classroom, and eliciting possibilities for all who have taught at this level. A reading of this book will provide a powerful counter-message for all teachers who have been told that the family values and culture of their students are obstacles to learning.” —Henry M. Levin, Columbia University “Fayden provides a thought-provoking pedagogical framework that is sure to get teachers to think more critically about their pedagogy and to begin to imagine a more humanistic and emancipatory education for all students.” —Lilia I. Bartolome, University of Massachusetts, Boston |
| Audience | Kindergarten |
| Author | Fayden, Terese |
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| Copyright | Copyright © 2005, Taylor & Francis. |
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| Keywords | 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 |
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| Notes | Includes bibliographical references and index |
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| PublicationPlace | Boulder, Colo |
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| SubjectTerms | 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 |
| Subtitle | Getting beyond the deficit myth |
| TableOfContents | Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Foreword -- Acknowledgments -- Introduction -- 1 Background -- 2 A Short History of the People -- 3 The Social Construction of Knowledge -- 4 The Children's Pre-History of Writing -- 5 The Emergence of Writing -- 6 Curriculum: Two Kinds of Literacy -- 7 Multiculturalism Enacted: An Equity Pedagogy -- References -- Index -- About the Author |
| Title | How children learn |
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