Contemporary Perspectives on Social Learning in Early Childhood Education

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Olivia N. Saracho, Bernard Spodek
IAP, 2007 - Education - 317 pages
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Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide cross-disciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers'= historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

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Social Epistemology and Social Learning
Social Dynamics of Early Childhood Classrooms Considerations and Implications for Teachers
The Development of Social Identity and Intergroup Attitudes in Young Children
Executive Function Behavioral SelfRegulation and SocialEmotional Competence
Capital at Home and at School as Determinants of Child Social Adjustment
Parenting and Schooling Influences on Early SelfRegulation Development
ParentProvider Relationships in Early Care Settings
Promoting School Readiness in Foster Children
Teaching History and Social Studies to Young Children
Play as a Group Improvisation A Social Semiotic Multimodal Perspective on Play and Literacy
Social Aspects in Language and Literacy Learning Progress Problems and Interventions
If Youre Not Like Me Can We Play? Peer Groups In Preschool
Social Life of Young Children Coconstruction of Shared Meanings and Togetherness Humor and Conflicts in Child Care Centers
Social Learning as the Basis for Early Childhood Education
About the Contributors

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Page 6 - It corresponds to the activity of the scholar which takes place alongside all the other activities of a society, but in no immediately clear connection with them. In this view of theory, therefore, the real social function of science is not made manifest; it conveys not what theory means in human life, but only what it means in the isolated sphere in which, for historical reasons, it comes into existence.
Page 3 - The focus of this new discipline will be upon the production, flow, integration, and consumption of all forms of communicated thought throughout the entire social pattern. From such a discipline should emerge a new body of knowledge about, and a new synthesis of, the interaction between knowledge and social activity. But, though social epistemology will have its own corpus of theoretical knowledge, it will be a very practical discipline, too.
Page 7 - Scientism" means science's belief in itself: that is, the conviction that we can no longer understand science as one form of possible knowledge, but rather must identify knowledge with science.

About the author (2007)

Bernard Spodek is Professor Emeritus of Early Childhood Education at the University of Illinois.  He began in 1952 as an early childhood teacher in the New York City area.  He received his doctorate from Teachers College, Columbia University. His research and scholarly interests are in the areas of curriculum, teaching, and teacher education in early childhood education. He was President of the National Association for the Education of Young Children (1976-78) and is currently President of the Pacific Early Childhood Education Research Association. Spodek was co-editor with Olivia N. Saracho of the "Yearbook in Early Childhood Education" Series (Teachers College Press). They are currently co-editors of the "Contemporary Perspectives in Early Childhood Education" Series (Information Age Publishers).Olivia N. Saracho is Professor of Education in the Department of Curriculum and Instruction at the University of Maryland. Her areas of scholarship include family literacy, cognitive style, teaching, and teacher education in early childhood education.  Dr. Saracho was co-editor of the "Yearbook in Early Childhood Education" Series (Teachers College Press). Currently she is co-editor of the "Contemporary Perspectives in Early Childhood Education" Series (Information Age Publishers). Dr. Saracho's most recent books are "Contemporary Perspectives on Play in Early Childhood Education," "Studying Teachers in Early Childhood Settings, "and "Contemporary Perspectives on Language Policy and Literary Instruction in Early Childhood Education," co-edited with Bernard Spodek (Information Age Publishers).

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