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Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Provides a contemporary review of methods and theories of the development of intellectual abilities from infancy to adulthood by the major researchers in the field.

Excerpt from A Method of Measuring the Development of the Intelligence of Young Children The article here translated appeared in the "Bulletin de la Societe libre pour l'Etude phychologique de l'Enfant," April, 1911. It is a brief but complete statement of the Binet-Simon method of examining the intelligence and determining the mental level of children. The aim of the authors was to present their system of tests as finally revised with adequate explanation and instruction for its use, but without the theoretical and philosophical discussion accompanying its presentation in "L'Annee Psychologique." It is in fact a convenient manual for those who wish to use the method. The translator is of the opinion that just such a manual is needed in the United States at the present time. So much has appeared in our educational press concerning the Binet-Simon System and the practical value of its application to the problems of special education that a wide-spread interest has been awakened, indeed the system has become popular. Unfortunately, this popularity is not paralleled by accurate knowledge concerning it. The surface simplicity of the method has encouraged many to attempt its application with little more knowledge concerning it than that supplied by the list of tests. This is undoubtedly largely owing to the fact that none of the Binet-Simon articles on the subject have been translated in full; extracts have appeared and many criticisms, but the articles themselves have never appeared in English form. To put into the hands of our educational public the Binet-Simon System in the form and with the instructions and explanations presented by its authors, this translation has been prepared. The series of tests presented in the 1911 article is the result of a gradual development. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Howard Andrew Knox (1885–1949) served as assistant surgeon at Ellis Island during the 1910s, administering a range of verbal and nonverbal tests to determine the mental capacity of potential immigrants. An early proponent of nonverbal intelligence testing (largely through the use of formboards and picture puzzles), Knox developed an evaluative approach that today informs the techniques of practitioners and researchers. Whether adapted to measure intelligence and performance in children, military recruits, neurological and psychiatric patients, or the average job applicant, Knox's pioneering methods are part of contemporary psychological practice and deserve in-depth investigation. Completing the first biography of this unjustly overlooked figure, John T. E. Richardson, former president of the International Society for the History of the Neurosciences, takes stock of Knox's understanding of intelligence and his legacy beyond Ellis Island. Consulting published and unpublished sources, Richardson establishes a chronology of Knox's life, including details of his medical training and his time as a physician for the U.S. Army. He describes the conditions that gave rise to intelligence testing, including the public's concern that the United States was opening its doors to the mentally unfit. He then recounts the development of intelligence tests by Knox and his colleagues and the widely-discussed publication of their research. Their work presents a useful and extremely human portrait of psychological testing and its limits, particularly the predicament of the people examined at Ellis Island. Richardson concludes with the development of Knox's work in later decades and its changing application in conjunction with modern psychological theory.