Child development laboratory schools as generators of knowledge in early childhood education: New models and approaches

Brent A McBride, Melissa Groves, Nancy Barbour, Diane Horm, Andrew Stremmel, Martha Lash, Carol Bersani, Cynthia Ratekin, James Moran, James Elicker, Susan Toussaint

Research output: Contribution to journalArticle

Abstract

Research Findings: University-based child development laboratory programs have a long and rich history of supporting teaching, research, and outreach activities in the child development/early childhood education fields. Although these programs were originally developed in order to conduct research on children and families to inform policy and practice, this mission has yet to be fully achieved. Practice or Policy: This paper provides an overview of the potential for 21st-century child development laboratory schools to be places that generate and disseminate new knowledge and understanding of children, families, teachers, curriculum, and classroom processes. An overview of the current context for laboratory schools is presented, outlining the challenges that limit schools' ability to actively support comprehensive teaching, research, and outreach/engagement activities. An overview of applied developmental science is presented as a framework that can play a critical role in the future as laboratory schools strive to continue and enhance their important roles in the generation of new knowledge into the 21st century. A laboratory schools consortium is proposed as a mechanism to support knowledge generation.

Original languageEnglish (US)
Pages (from-to)153-164
Number of pages12
JournalEarly Education and Development
Volume23
Issue number2
DOIs
StatePublished - Mar 1 2012

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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    McBride, B. A., Groves, M., Barbour, N., Horm, D., Stremmel, A., Lash, M., Bersani, C., Ratekin, C., Moran, J., Elicker, J., & Toussaint, S. (2012). Child development laboratory schools as generators of knowledge in early childhood education: New models and approaches. Early Education and Development, 23(2), 153-164. https://doi.org/10.1080/10409289.2012.651068