TY  - JOUR
PY  - 1996//
TI  - Child development knowledge: A slippery base for practice
JO  - Early childhood research quarterly
A1  - Stott, Frances
A1  - Bowman, Barbara
SP  - 169
EP  - 183
VL  - 11
IS  - 2
N2  - 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 /> 
LA  - 
SN  - 0885-2006
UR  - http://dx.doi.org/10.1016/S0885-2006(96)90004-6
ID  - ref1
ER  -