Child development knowledge and teacher preparation: Confronting assumptions

Lillian G Katz

Research output: Contribution to journalArticlepeer-review


This article takes up questions concerning the role and importance of child development knowledge for teachers, teaching, and teacher education. Questions include: What does the term "development" mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of child development knowledge in pedagogy become a contentious issue? The implications of answers to these questions are also discussed.

Original languageEnglish (US)
Pages (from-to)135-146
Number of pages12
JournalEarly Childhood Research Quarterly
Issue number2
StatePublished - 1996

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science


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