The modern school reflected modern society and the nuclear family; today's school mirrors the kinship structure and values of postmodern society and the permeable family. Assumptions of sociological differences, particularity, and irregularity are supplanting modernist beliefs in social progress, universality, and regularity. Children's competence…

This paper continues the dialogue between David Elkind (2004) and Jamin Carson (2005) on constructivism. The opinions of both writers on this educational theory have been published in recent issues of "The Educational Forum."

Reviews modern and postmodern conceptions of the child and associated educational practices. The modern conception conflated the universal biological child with the individual psychological child. Although this dual conceptualization of child nature was probably necessary to the establishment of free public education, it often hinders effective…

Argues that, at any give time in history, our conceptions and theories of behavioral disorders reflect the basic social and cultural tenets that prevail. It describes how our contemporary conceptions and theories of behavioral disorders mirror the postmodern themes of difference, particularity, and regularity. (Author/CR)

Postmodernism represents a critique and correction of some exaggerations, distortions, and myths of modernism. Modern social institutions, including schools, are built on the principles of progress, universality, and regularity. Postmodernism emphasizes embeddedness, particularity, and irregularity, reflected in today's kindergarten and the most…

Describes and analyzes changing concepts of childhood and special needs education in the modern era, from the 17th century through World War II, and the postmodern era beginning in the middle of the 20th century. The "reinvention" of childhood in the postmodern era has included children with special physical needs and assured their right to…

This rejoinder to critiques of "Behavior Disorders: A Postmodern Perspective" stresses that postmodernism is not a rejection of empiricism or of positivism but does place theory and research in a historical context. It is a critique of the exaggerations and abuses of research and theory but not research and theory themselves. (CR)

Describes changes in the family and society between the modern (first half of the century) and the postmodern period (second half). Presents sentiments, values, and perceptions of the modern nuclear family and the postmodern permeable family, and how early childhood education has been defined by each. Discusses current disputes over what form of…

Public schools have mirrored postmodern social transformations that have challenged our provincial notions of common values and defined roles. Postmodern innovations-inclusion, multiculturalism, full-day kindergarten, character education, and distance education--are the offspring of our new cosmopolitan society. Most have greater social than…

Postmodern social changes, ways these changes have contributed to the assumption of additional child-rearing functions by schools, and the modeling role of Catholic and other religious schools are discussed. Controversies in secular and religious schools arise from the transition from modern to postmodern values, not from parents'/schools' bad…

One of the many positive consequences of the transition to a postmodern society is the increased recognition of the range of individual differences among children of the same age. This book provides a comprehensive overview of the postmodern reinvention of childhood, focusing on ages 4 through 8 years. The book's introductory chapter describes the…