Child development lab schools have long played a significant role in contributing to our understanding of child development and new and innovative educational practice. In this chapter, we argue that lab schools need to be continually reinvented and reconstructed to meet changing societal and institutional demands. As models for the early childhood community, lab schools should be on the leading edge of what theory and research informs us are best practices in early childhood education and child development. Here we tell the story of the Virginia Tech Child Development Lab School’s efforts to reconsider and reconstruct our philosophical approach, practices, and policies and move closer to bridging theory and practice as a family-centered, teacher-inquiry based, community of learners. It demonstrates a paradigmatic shift in thinking about children, families, early childhood teacher education, and the role of lab schools in general.
Stremmel, A., Hill, L. and Fu, V. (2003), "AN INSIDE PERSPECTIVE OF PARADIGM SHIFTS IN CHILD DEVELOPMENT LABORATORY PROGRAMS: BRIDGING THEORY AND PROFESSIONAL PREPARATION", Mcbride, B. (Ed.) Bridging the Gap Between Theory, Research and Practice: The Role of... (Advances in Early Education and Day Care, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 89-111. https://doi.org/10.1016/S0270-4021(03)12004-6Download as .RIS
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