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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 2002 For citation , please use:Leseman, Early childhood education and care for children from low-income or minoritybackgrounds, OECD, 20022 TABLE OF 4 CHAPTER 5 INTELLIGENCE AND LEARNING IN YOUNG 5 Some recent currents in early childhood 5 Behavioural and environment: reconsidering the 5 The interactionist 6 Arguments from 7 The implications of the new 7 Language, cognition, 7 Development and learning as dynamic, situated, and (co-) 9 CHAPTER 12 CHILD REARING CHALLENGES FOR LOW-INCOME AND MINORITY 12 Delineating the child population in 12 Risk accumulation and dysfunctional 13 Informal education and school 15 Traditional vs. modern child rearing 16 Bilingual and 18 CHAPTER 20 THE EFFECTS OF ORGANISED ECEC ON CHILD 20 Predominant models in 21 The evaluation of the developmental effects of early childhood 22 The efficacy of different centre-based education and care 23 The efficacy of home-based educational programmes and family 25 The developmental effects of regular child 26 Summary of programme characteristics and their 28 CHAPTER

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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