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@h y 8uvyqu q @q ph v h q 8h r s 8uvyq r s G v p r Hv v 7hpxt q Dr. Paul LesemanUniversity of AmsterdamA Paper for Discussion at theOECD Oslo Workshop, June 6-7 2002For citation , please use:Leseman, Early childhood education and care for children from low-income or minoritybackgrounds, OECD, 20022TABLE OF 4CHAPTER 5INTELLIGENCE AND LEARNING IN YOUNG 5Some recent currents in early childhood 5Behavioural and environment: reconsidering the 5The interactionist 6Arguments from 7The implications of the new 7Language, cognition, 7Development and learning as dynamic, situated, and (co-) 9CHAPTER 12CHILD REARING CHALLENGES FOR LOW-INCOME AND MINORITY 12Delineating the child population in 12Risk accumulation and dysfunctional 13Informal education and school 15Traditional vs. modern child rearing 16Bilingual and 18CHAPTER 20THE EFFECTS OF ORGANISED ECEC ON CHILD 20Predominant models in 21The evaluation of the developmental effects of early childhood 22The efficacy of different centre-based education and care 23The efficacy of home-based educational programmes and family 25The developmental effects of regular child 26Summary of programme characteristics and their 28CHAPTER 31PARENTAL CHOICE - SOCIO-E

6 directly regulates psychological and behavioural development. Put differently, the behaviour genetic research programme heavily leans on the assumption of the innateness of psychological functions.

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