• What are the risks and benefits of non-parental care for young children?
  • What are the short- and long-term effects of academically vs. play-focused environments for learning?
  • How and when should we teach reading?
  • What are the purposes of Education?
  • What is the best way to teach mathematics to children, from preschool and beyond?

Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches.

Spanning a broad spectrum of issues, this book covers:

  • Phonic and whole language reading approaches
  • The developmental effect of non-parental childcare
  • The value of pre-school academic skill acquisition
  • The most effective methods of teaching mathematics
  • Standardized assessment – does it work?
  • The role of electronic media and technology
  • The pedagogical value of homework
  • The value of parents’ reading to children.

This book combines breadth of vision with cutting edge research and is a ‘must have’ resource for researchers, students and policy makers in the fields of education and child development.



BySebastian Suggate, Elaine Reese

part I|24 pages

What are the purposes of education?

chapter 2|6 pages

Intellectual goals in the early years

ByLilian G. Katz

chapter 3|6 pages

De Groot's lesson

ByJohn Sweller

part II|24 pages

What is the effect of non-parental childcare on child development?

chapter 4|11 pages

Why non-maternal childcare can be good for children and families

Research and policy implications
ByLynne Vernon-Feagans, Allison De Marco

chapter 5|11 pages

Delegated parenting

Some neuroendocrine reservations
ByAric Sigman

part III|20 pages

Is shared-book reading an indispensable ingredient of responsible parenting?

chapter 6|8 pages

Shared-book reading

There is no downside for parents
ByCatherine McBride-Chang

chapter 7|10 pages

The tyranny of shared book-reading

ByElaine Reese

part IV|23 pages

What should be done to foster children's mathematical development in the preschool years?

chapter 8|10 pages

Mathematics for the whole child

ByJulie Sarama, Douglas H. Clements

chapter 9|11 pages

Fostering mathematical thinking through playful learning

ByKelly Fisher, Kathy Hirsh-Pasek, Roberta M. Golinkoff

part V|28 pages

What is the role of digital media in early education?

chapter 10|10 pages

Extending opportunities for learning

The role of digital media in early education
ByLydia Plowman, Joanna McPake, Christine Stephen

chapter 11|16 pages

The inappropriateness of ICT in early childhood

Arguments from philosophy, pedagogy, and developmental research
ByRichard House

part VI|22 pages

How is school readiness best fostered?

chapter 12|10 pages

Promoting school readiness

An integrative framework
ByFrederick J. Morrison, Annemarie H. Hindman

chapter 13|10 pages

School readiness and school's readiness

On the child's transition from preschool to school
ByNiklas Pramling, Ingrid Pramling Samuelsson

part VII|26 pages

Is academic skill acquisition important during preschool and kindergarten?

chapter 14|14 pages

Understanding the contributions of early academic skills to children's success in school

ByChristopher J. Lonigan, Beth M. Phillips

chapter 15|10 pages

The importance of balance in early childhood programs

ByRebecca Marcon

part VIII|22 pages

Is it important for children to acquire reading skills in preschool and kindergarten?

chapter 17|10 pages

Watering the garden before a rainstorm

The case of early reading instruction
BySebastian P. Suggate

part IX|23 pages

What are the best ways to develop primary school children's mathematical abilities?

chapter 19|10 pages

Towards proficiency

The Chinese method of teaching mathematics to children
ByYujing Ni

part X|23 pages

Is phonological awareness causally important in the acquisition of reading and spelling?

chapter 20|10 pages

Re-impact of phonological awareness on the acquisition of literacy

ByWolfgang Schneider, Nicole Berger

part XI|22 pages

What form should reading instruction in kindergarten and elementary school take?

chapter 22|9 pages

Contemporary reading acquisition theory

The conceptual basis for differentiated reading instruction
ByAlison W. Arrow, William E. Tunmer

chapter 23|11 pages

Toward better teaching

Revising the fundamentals of learning to read
ByG. Brian Thompson, Claire M. Fletcher-Flinn

part XII|24 pages

What is the pedagogical value of homework?

chapter 24|12 pages

The changing debate

From assigning homework to designing homework
ByJoyce L. Epstein, Frances L. Van Voorhis

chapter 25|10 pages

What the evidence says and what we need to investigate

ByJulian Elliott, Peter Tymms

part XIII|19 pages

Is regular standardized assessment important for childhood education?

chapter 26|6 pages

The benefits of regular standardized assessment in childhood education

Guiding improved instruction and learning
ByGavin T. L. Brown, John Hattie

chapter 27|11 pages

Developments in standardized assessment

A perspective from the UK
ByChristine Merrell

part XIV|20 pages

What is the role of the modern educator in fostering moral values and virtues?

chapter 28|9 pages

On the educational value of moral virtues

Some lessons from ancient philosophy
ByDavid Carr

chapter 29|9 pages

The pursuit of virtue as an aim of education

ByRichard Pring