Introduces students to controversies in early childhood education. The readings, which represent the arguments of leading child behaviorists and social commentators, reflect a variety of viewpoints, and are presented in pro/con format.

PART 1. Children in Families and SocietyISSUE 1. Is Early Maternal Employment Harmful to YoungChildren?YES: Andrew Peyton Thomas, from "A Dangerous Experiment inChild-Rearing", The Wall Street JournalNO: Elizabeth Harvey, from "Short-Term and Long-Term Effects ofEarly Parental Employment on Children of the National LongitudinalSurvey of Youth", Developmental PsychologyAttorney Andrew Peyton Thomas asserts that early maternalemployment affects young children in a negative way. He describes thecaring for young children by someone other than their mother as thewarehousing of infants for the increased accumulation of materialgoods. Professor Elizabeth Harvey counters that a child is notnecessarily harmed when his or her mother returns to work, even if thechild is under three years of age. Harvey maintains that some positiveeffects can be gained by the mother returning to work. ISSUE 2. Should Brain Science Guide Educational Practice?YES: Sharon Begley, from "How to Build a Baby's Brain",NewsweekNO: John T. Bruer, from "Brain Science, Brain Fiction",Educational LeadershipSharon Begley, senior editor for Newsweek,presents research on how early experiences can affect the developmentof the brain. John T. Bruer, president of the James S. McDonnellFoundation, cautions against putting too much emphasis on brainscience and maintains that more research should be done beforechanging current educational practices.ISSUE 3. Should Young Children Use Computers?YES: Susan W. Haugland, from "What Role Should Technology Play inYoung Children's Learning?" Young ChildrenNO: Alliance for Childhood, from "Fool's Gold: A Critical Look atComputers and Childhood", A Report of the Alliance for Childhood,http://www.allianceforchildhood.net/projects/computers/computers_reports_fools_gold_exec.htmSusan W. Haugland, a professor emeritus in childdevelopment, raises many of the key issues related to the use ofcomputers by young children. She asserts that young children shoulduse computers as long as attention and careful consideration is givento the age of introduction, support provided, and teacher training.The Alliance for Childhood released a report that critically examinesthe use of computers by young children and concludes that there aremany more appropriate activities for children to be involved in thatwill also enable them to succeed in the future.ISSUE 4. Is Time-Out an Effective Discipline Technique?YES: Lawrence Kutner, from "The Truth About Time-Out",ParentsNO: Mary Ellis Schreiber, from "Time-Outs for Toddlers: Is OurGoal Punishment or Education?" Young ChildrenPsychologist Lawrence Kutner supports time-out wheneffectively managed by parents or teachers. Mary Ellis Schreiber, aconsultant for the Early Childhood Conflict Resolution Program, arguesthat time-out is an ineffective tool for guiding the behavior of youngchildren due to the fact that the children do not learn fromit.ISSUE 5. Does Television Viewing Cause Violent Behavior in YoungChildren?YES: Betty Jo Simmons, Kelly Stalsworth, and Heather Wentzel, from"Television Violence and Its Effects on Young Children", EarlyChildhood Education JournalNO: Jonathan L. Freedman, from "Violence in the Mass Media andViolence in Society: The Link Is Unproven", Harvard Mental HealthLetterProfessors of education Betty Jo Simmons, KellyStalsworth, and Heather Wentzel assert that there are manycorrelations between children viewing violent acts on television anddisplaying aggressive behavior. Professor of psychology Jonathan L.Freedman states that many of the studies done on children's televisionviewing were flawed and provided inaccurate findings. He does not finda strong correlation between television viewing and aggressivebehavior.ISSUE 6. Is Spanking an Effective Method of Discipline?YES: Lynn Rosellini, from "When to Spank", U.S. News &World ReportNO: Nadine Block, from "Abandon the Rod and Save the Child",The HumanistLynn Rosellini, a writer for U.S. News & WorldReport, explores the dilemma many parents face related towidespread disapproval of spanking. Rosellini maintains that spankingis the most viable option for disciplining children. Nadine Block,director of the Center for Effective Discipline, argues that parentsand teachers should not legally be allowed to use the same force onchildren that would not be allowed against an animal. She states thatadults should find more acceptable methods of discipline.ISSUE 7. Should Superhero Play Be Discouraged?YES: Marjorie Hampton, from "Limiting Superhero Play in PreschoolClassrooms: A Philosophy Statement", Texas Child CareNO: Brenda J. Boyd, from "Teacher Response to Superhero Play: ToBan or Not to Ban?" Childhood EducationMarjorie Hampton, director of First Presbyterian Preschoolin Arlington, Texas, asserts that if superhero play is allowed inschools, teachers are encouraging aggressive behavior in children.Assistant professor Brenda J. Boyd does not view superhero play to beaggressive and states that banning this type of play is not helpful inteaching children how to develop the social skills necessary forhealthy living. ISSUE 8. Should Parent Participation in Schools Be Required?YES: Kathleen Kelley-Laine, from "Parents as Partners inSchooling: The Current State of Affairs", ChildhoodEducationNO: Mark J. Cooper and Mary H. Mosley, from "Warning: ParentalInvolvement May Be Hazardous", PrincipalKathleen Kelley-Laine, project officer for theOrganization for Economic Cooperation and Development in Paris,France, argues that building partnerships between parents and schoolsleads to higher student achievement. Assistant professor Mark J.Cooper and associate professor Mary H. Mosley, both of the College ofEducation at the University of Central Arkansas, urge caution wheninvolving parents in the day-to-day operation of public schools as itmay prove to be more counterproductive than helpful.ISSUE 9. Does Homework in the Primary Grades Improve AcademicPerformance?YES: Carol Huntsinger, from "Does K-5 Homework Mean Higher TestScores?" American TeacherNO: Romesh Ratnesar, from "The Homework Ate My Family",TimeCarol Huntsinger, professor of education and psychology atthe College of Lake County in Grayslake, Illinois, concludes afterconducting a four-year longitudinal study of 80 families that childrenwho completed a considerable amount of homework each night were moreacademically competent than children who did little or no homework.Romesh Ratnesar, a writer for Time magazine, reports thathomework, especially in the lower grades, causes a great deal offamily stress and does not improve academic performance.PART 2. Children in Educational SettingsISSUE 10. Do At-Risk Young Children Learn Best Through ActiveLearning Experience?YES: Lawrence J. Schweinhart and David P. Weikart, from "WhyCurriculum Matters in Early Childhood Education", EducationalLeadershipNO: Siegfried Engelmann, from "The Benefits of Direct Instruction:Affirmative Action for At-Risk Students", EducationalLeadershipLawrence J. Schweinhart, research division chair of theHigh/Scope Educational Research Foundation, and David P. Weikart,founder and former president of the High/Scope Educational ResearchFoundation, examine three curriculum models for at-risk preschoolersand conclude that a child-initiated active learning curriculum isbest. Siegfried Engelmann, director of the National Institute forDirect Instruction, states that a preschool curriculum approach thatis highly structured and teacher directed can best help at-riskchildren catch up to affluent children in learning.ISSUE 11. Should All Children Be Five Years of Age Before StartingKindergarten?YES: Nancie L. Katz, from "Too Young for Kindergarten?" TheChristian Science MonitorNO: Samuel J. Meisels, from "Out of the Readiness Maze",MomentumNancie L. Katz, a writer for the Christian ScienceMonitor, examines families who chose to keep their children outof kindergarten for a year after they were eligible to go age-wise.Katz cites research that finds that children with October to Decemberbirthdays are retained at a higher rate and that the parents whoretained their children are pleased with their decision to do so.Samuel J. Meisels, professor of early childhood education at theUniversity of Michigan in Ann Arbor, discusses three school-readinesspolicy myths that are strongly held by parents and teachers. Hepresents arguments to dispel these myths and suggests that childrenshould attend kindergarten when they are age-eligible.ISSUE 12. Is Full-Day Kindergarten Best for All Children?YES: Patricia Clark and Elizabeth Kirk, from "All-DayKindergarten", Childhood EducationNO: Deborah Olsen and Edward Zigler, from "An Assessment of theAll-Day Kindergarten Movement", Early Childhood ResearchQuarterlyAssistant professors Patricia Clark and Elizabeth Kirkpresent a review of the literature on full-day kindergarten and reportthat the majority of studies on the subject found increased academicperformance along with additional benefits for children participatingin full-day programs. Professors Deborah Olsen and Edward Ziglerassert that there is a need for half-day programs for a ll children aswell as a full-day program. Parents should be able to choose what isbest for their children.ISSUE 13. Should Recess Be Included in a School Day?YES: Anthony D. Pellegrini and David F. Bjorklund, from "The Placeof Recess in School: Issues in the Role of Recess in Children'sEducation and Development", Journal of Research in ChildhoodEducationNO: Kelly King Alexander, from "Playtime Is Cancelled",ParentsAnthony D. Pellegrini, a professor at the University ofMinnesota, and David F. Bjorklund, a professor at Florida AtlanticUniversity, conducted numerous studies examining student behaviorbefore and after recess as well as academic performance. They statethat there is a strong correlation between recess and higher academicperformance. Kelly King Alexander, a contributing editor forParents magazine, asserts that many school administratorshave no choice but to eliminate nonacademic time from the daily schoolschedule due to the need for as much educational activity aspossible.ISSUE 14. Are Multi-Age Programs Best for Young Children?YES: Wendy C. Kasten, from "Why Does Multiage Make Sense?Compelling Arguments for Educational Change", Primary VoicesK-6NO: DeWayne A. Mason and Roland W. Doepner III, from "Principals'Views of Combination Classes", The Journal of EducationalResearchAssociate professor Wendy C. Kasten argues that multi-ageclassrooms are stable and effective learning environments forchildren. Kasten asserts that students benefit from the consistencyand close relationship with their fellow students and their teacher.Assistant professor DeWayne A. Mason and professor Roland W. DoepnerIII contend that multi-age classes contain inferior curriculum toaccommodate the lower-level students in the class.ISSUE 15. Is the Whole-Language Approach the Best Way to TeachReading?YES: Steve Zemelman, Harvey Daniels, and Marilyn Bizar, from"Sixty Years of Reading Research--But Who's Listening?" Phi DeltaKappanNO: National Reading Panel, from "Teaching Children to Read: AnEvidence-Based Assessment of the Scientific Research Literature onReading and Its Implications for Reading Instruction", A Report of theNational Reading Panel, http://www.nichd.nih.gov/publications/nrp/smallbook.htmSteve Zemelman, Harvey Daniels, and Marilyn Bizar, allfaculty at the Center for City Schools, National-Louis University,assert that a whole-language approach to reading is supported by 60years of research that confirms its positive results. Members of theNational Reading Panel conclude that students need a strong foundationin systematic phonics instruction in kindergarten through sixth gradein order to be successful readers.ISSUE 16. Is Class Size Reduction the Most Effective Way toImprove Educational Performance?YES: John A. Zahorik, from "Reducing Class Size Leads toIndividualized Instruction", Educational LeadershipNO: Eric A. Hanushek, from "Class Size Reduction: Good Politics,Bad Education Policy", The High School MagazineJohn A. Zahorik, a professor emeritus at the University ofWisconsin-Milwaukee, asserts that the research on class size reductionindicates that smaller class size translates into higher academicachievement in the primary grades. Eric A. Hanushek, the Paul and JeanHanna Senior Fellow at the Hoover Institution of Stamford University,states that the small academic gains, found mainly among poorkindergarten children, do not warrant the cost of nationwide classsize reduction programs.ISSUE 17. Is Grade Retention a Sound Educational Practice?YES: Joellen Perry, from "What, Ms. Crabapple Again?" U.S.News & World ReportNO: William A. Owings and Susan Magliaro, from "Grade Retention: AHistory of Failure", Educational LeadershipJoellen Perry, a writer for U.S. News & WorldReport, states that for many families, grade retention issuccessful. She asserts that to many parents and children, the onlysolution for getting back on the right track in school is to startagain. For these children, repeating a grade offers them a chance athaving a positive learning experience. William A. Owings,superintendent of Accomack County Public Schools in Virginia, andSusan Magliaro, an associate professor at Virginia Tech, maintain thatgrade retention is not a positive experience for children when ithappens or later in their school careers. Grade retention does moreharm than good in the long run and other options should be consideredbefore retaining a child.ISSUE 18. Do Multi-Year Assignments With the Same Teacher ImprovePrimary Students' Learning?YES: Karen Rasmussen, from "Looping--Discovering the Benefits ofMultiyear Teaching", Education UpdateNO: Allan S. Vann, from "Looping: Looking Beyond the Hype",PrincipalKaren Rasmussen, associate editor for EducationalLeadership, states that classroom teachers spend a great deal oftime at the beginning of the school year developing positive workingrelationships with students and their families. Multi-year assignmentsallow these relationships to flourish over a minimum of a two-yearperiod of time, making possible more learning progression in thesecond year. Allan S. Vann, principal at the James H. BoydIntermediate School, counters that there may be significantdisadvantages in having a child stay with the same teacher and peersfor more than one school year. The disadvantages often outweigh thepotential benefits of multi-year assignments.