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This fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The second edition of this bestselling text includes a new introduction by Judy Dunn. Fascinating account of an unusual research project challenges many assumptions about how young children. Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children. Throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The authors' evidence is the children's own conversations which are quoted extensively and are delightful. The second edition of this bestselling text includes an introduction by Judy Dunn.
Foreword - Judy Dunn vii Preface xiii 1. Why we studied children learning 1 2. How we carried out this study 11 3. Learning at home: play, games, stories and 'lessons' 22 4. Learning at home: living and talking together 54 5. The puzzling mind of the four-year-old 80 6. Working-class verbal deprivation: myth or reality? 107 7. An afternoon with Donna and her mother 132 8. How the children fared at nursery school 148 9. The working-class girls, including Donna, at school 179 10. The gap between home and nursery school 197 11. Young children learning 209 Statistical appendix 227 Notes 236 Index of children 241 General index 242
