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A Blueprint for Promoting Academic and Social Competence in After-School ProgramsHow Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science

A Blueprint for Promoting Academic and Social Competence in After-School Programs: How... Chapter 2 How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science Deirdre Lee Fitzgerald Much attention has been paid to the ‘‘education crisis’’ arising from the gap between students needs and expectations and the lack of resources available to teachers and schools to address those needs. Federal initiatives such as the No Child Left Behind Act (NCLB), The Individuals with Disabilities Education Improvement Act (widely known from previous authorizations as IDEA), and other phenomena exert crushing demands on the current model. With these changes, terms such as inclusion, accountability, and mastery have become part of the everyday nomenclature in schools. As communities struggle to meet the needs of learners, new support for learning is developing. Today, programming extends beyond the school day to include before- and after-school, as well as home- and community-based settings for many children. After-school pro- grams, in particular, play a vital role in increasing the academic success and social competence of young learners. Creating learning programs that effectively increase student mastery of skills is vital. Merging what is known about the development of young children and effective instructional design practices can create effective and efficient educa- tional programs. This current chapter examines http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Blueprint for Promoting Academic and Social Competence in After-School ProgramsHow Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science

Part of the Issues in Children’s and Families’ Lives Book Series (volume 10)
Editors: Gullotta, Thomas P.; Bloom, Martin; Gullotta, Christianne F.; Messina, Jennifer C.
Fitzgerald, Deirdre Lee
A Blueprint for Promoting Academic and Social Competence in After-School Programs — Sep 20, 2008
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References (36)

Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-79919-3
Pages
21 –42
DOI
10.1007/978-0-387-79920-9_2
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 2 How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science Deirdre Lee Fitzgerald Much attention has been paid to the ‘‘education crisis’’ arising from the gap between students needs and expectations and the lack of resources available to teachers and schools to address those needs. Federal initiatives such as the No Child Left Behind Act (NCLB), The Individuals with Disabilities Education Improvement Act (widely known from previous authorizations as IDEA), and other phenomena exert crushing demands on the current model. With these changes, terms such as inclusion, accountability, and mastery have become part of the everyday nomenclature in schools. As communities struggle to meet the needs of learners, new support for learning is developing. Today, programming extends beyond the school day to include before- and after-school, as well as home- and community-based settings for many children. After-school pro- grams, in particular, play a vital role in increasing the academic success and social competence of young learners. Creating learning programs that effectively increase student mastery of skills is vital. Merging what is known about the development of young children and effective instructional design practices can create effective and efficient educa- tional programs. This current chapter examines

Published: Sep 20, 2008

Keywords: Head Start Program; Errorless Learning; Developmental Science; Early Child Care Research Network; Professional Family

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