@article{ref1,
title="Child development knowledge: A slippery base for practice",
journal="Early childhood research quarterly",
year="1996",
author="Stott, Frances and Bowman, Barbara",
volume="11",
number="2",
pages="169-183",
abstract="The changing nature of child development theory and research, the fact that it can only approximate reality, and its reflection of particular sociocultural positions make it a slippery base for practice. Still, formal child development knowledge is necessary to teacher preparation--as is practice. They must, however, be grounded in their ambiguity and supplemented by attention to reflection on practice and self-knowledge. Finally, the process of teacher education itself is a critical element that must model a community of supportive relationships that create meaningful and transformational learning experiences.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(96)90004-6",
url="http://dx.doi.org/10.1016/S0885-2006(96)90004-6"
}