000			01682nab a22001937a 4500
003			BCACCS
005			20181113062612.0
008			100412s1995 000 0 eng d
040			_aBCACCS
100	1		_aBernhard, Judith K. _92776
245	1	0	_aChild development, cultural diversity, and the professional training of early childhood educators _cJudith K. Bernhard _h[citation] /
260			_c1995
520	3		_aCurrent conceptualizations of child development rest on a "standard model," based on North American and West European investigations. These have yielded norms without stated limitations on applicability; hence the implicit claim of a universal standard. Differences from the standard become deficiencies, disorders, or deviances. After graduation, early childhood educators apply their "knowledge" with widely varying results and face dramatic challenges in working with children of diverse linguistic, ethnic, and cultural backgrounds. Although theorizing on diversity in child development has shown three distinguishable phases, there are signs that a fourth may be emerging, one which rests on the principle of fundamental heterogeneity in human development. I argue that the fourth phase reflects a valid and defensible approach to child development and briefly deal with issues surrounding specific classroom application of a developmental approach which takes culture and context to be fundamental.
650		0	_aMulticultural education _9349
650		0	_aEarly childhood educators _zTraining of. _91697
650		0	_aCulturally responsive teaching _9350
773	0		_tCanadian Journal of Education _gVol. 20, no. 4 (Autumn 1995), p. 415-436
942			_2z _cARTICLE
999			_c1553 _d1553