Young children learning / Barbara Tizard and Martin Hughes ; with a new foreword by Judy Dunn.

Includes bibliographical references (pages 236-240) and index.

Foreword / Judy Dunn -- 1. Why we studied children learning -- 2. How we carried out this study -- 3. Learning at home: play, games, stories and 'lessons' -- 4. Learning at home: living and talking together -- 5. The puzzling mind of the four-year-old -- 6. Working-class verbal deprivation: myth or reality? -- 7. An afternoon with Donna and her mother -- 8. How the children fared at nursery school -- 9. The working-class girls, including Donna, at school -- 10. The gap between home and nursery school -- 11. Young children learning.

"The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home." "The authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children."--BOOK JACKET.

Machine converted from AACR2 source record.