The problematic relationship between child development theory and teacher preparation

Nancy Perry, Maureen Gerard

Research output: Contribution to journalArticlepeer-review


This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.

Original languageEnglish (US)
Pages (from-to)343-348
Number of pages6
JournalJournal of Early Childhood Teacher Education
Issue number4
StatePublished - Jan 1 2002

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)


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