Abstract
Much of the disagreement among educators of young children is about the extent la which programs should follow an approach emphasizing development from within (romantic school), development through interaction (developmental/progressive school), or development from without (behavioral/cultural transmission school). Early-intervention programs for children with disabilities have tended to be aligned with the latter; daycare and nursery school programs for nonhandicapped, with the former two. A natural question for educators is the extent to which these historic schools of thought can be rationally joined. This article reviews the various positions on combining the schools—they are mutually incompatible, they can be combined by instructional area, they can be combined by a separation of means and ends, and they can be combined by type of child A schema is then suggested for a tripartite theoretical amalgamation that takes into account the interlocking relationships among objectives, methods, and child-natur...
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