List of Principles of Early Childhood
PRINCIPLE 1 Children’s beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.
PRINCIPLE 2 What children already know affects their learning.
PRINCIPLE 3 Children’s cognitive development and learning are not limited by general stages of development.
PRINCIPLE 4 Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.
PRINCIPLE 5 Acquiring long-term knowledge and skill is largely dependent on practice.
PRINCIPLE 6 Clear, explanatory, and timely feedback to children is important for learning.
PRINCIPLE 7 Children’s self-regulation assists learning, and self-regulatory skills can be taught.
PRINCIPLE 8 Children’s creativity can be fostered.
PRINCIPLE 9 Children tend to enjoy learning and to do better when they are more intrinsically rather than extrinsically motivated to achieve.
PRINCIPLE 10 Children persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.
PRINCIPLE 11 Teachers’ expectations about their students affect children’s opportunities to learn, their motivation, and their learning outcomes.
PRINCIPLE 12 Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging.
PRINCIPLE 13 Learning is situated within multiple social contexts.
PRINCIPLE 14 Interpersonal relationships and interpersonal communication are critical to both the teaching– learning process and the social development of children.
PRINCIPLE 15 Emotional well-being influences educational performance, learning, and development.
PRINCIPLE 16 Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
PRINCIPLE 17 Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of support to children.
PRINCIPLE 18 Formative and summative assessments are both important and useful but require different approaches and interpretations.
PRINCIPLE 19 Children’s skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
PRINCIPLE 20 Making sense of assessment data depends on clear, appropriate, and fair interpretation.
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