Fostering Conceptual Change About Child Development in Prospective Teachers and Other College Students
Year: 2008
Type: article
Abstract: Research findings about children and their developmental pathways have innumerable implications for teachers, other practitioners, and parents, who often learn about child development as part of college instruction. It appears, however, that courses in child development do not always have optimal effects on college students’ understandings of children. This article identifies several factors that may impede effective learning in child development courses. Then, drawing from research in numerous content domains and with diverse student populations, it offers several hypotheses for facilitating conceptual change in college students’ understandings of child development and for promoting positive transfer of those understandings to actual practices with children.
Source: Child Development Perspectives
Authors: Teresa M McDevitt, Jeanne E Ormrod
Institutions: University of Northern Colorado, University of New Hampshire
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2027227084