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Lilian Katz Biography

Lilian Gonshaw Katz (born 1932) is a professor emerita of early childhood education at the University of Illinois at Urbana–Champaign, where she is also principal investigator for the Illinois Early Learning Project, and a contributor to the Early Childhood and Parenting Collaborative. She founded two journals: Early Childhood Research Quarterly for which she served as editor-in-chief during its first six years, and Early Childhood Research & Practice the first on-line peer-reviewed early-childhood journal for which she remains editor-in-chief. Her scholarly work focused on the developmental stages of a teacher, child social development, and she has been a proponent of the project-based learning approach to childhood education, believing children learn best in informal and interactive situations.

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Lilian Katz Quotes

Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting words.

Book, Children, Learning, Opportunity, Preparation, Strengthen

In cooperative learning, you have a purposeful, meaningful, and authentic context in which children can sharpen their communicative skills.

Children, Learning, Meaningful, Sharpen, Skills

All children, are born with the disposition to make sense of their experiences.

Born, Children, Disposition, Make

Children involved in project work are encouraged to serve the group needs and share responsibility for what's accomplished.

Children, Encouraged, Groups, Responsibility, Share, Work

Of course children benefit from positive feedback. But praise and rewards are not the only methods of reinforcement. More emphasisshould be place on appreciation--reinforcement related explicitly and directly to the content of the child's interest and efforts.

Appreciation, Children, Effort, Praise, Reinforcement, Rewards

Provide lots of opportunities for children's natural curiosity to manifest itself. With very young children, our role is one of supporter and guide.

Children, Curiosity, Natural, Opportunity, Role, Young

Learning to deal with setbacks, and maintaining the persistence and optimism necessary for childhood's long road to mastery are the real foundations of lasting self-esteem.

Children, Deal, Mastery, Real, Self Esteem, Setbacks

As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits.

Become, Children, Interest, Lifelong, Moving, Writing

When children are truly involved in the scientific process they gain understanding, knowledge, and life skills. They deepen their awareness of what's going on around them and how others contribute to their well-being.

Children, Contribute, Gain, Skills, Understanding Knowledge

In both cooperative learning and project work, the teacher encourages children to talk to one another. This helps them pay attention to each other's efforts and ideas. Children take to these kinds of exchanges very readily, but the teacher really needs to encourage this interaction.

Children, Encourages, Ideas, Talk, Teacher

Communicative skills develop when there's something meaningful for children to communicate about-when they are taking an active role.

Children, Communicative, Develop, Meaningful, Role, Skills

Curriculum should help children make deeper and fuller understanding of their own experience

Children, Curriculum, Deeper, Make, Understanding

Science is a particular way of thinking about things.

Particular, Science, Thinking, Way, Way Of Thinking

Young children are unlikely to have their self-esteem strengthened from excessive praise or flattery. On the contrary, it may raise some doubts in children; many children can see through flattery and may even dismiss an adult who heaps on praise as a poor source of support-one who is not very believable.

Believable, Children, Education, Poor, See, Self Esteem

Each of us must come to care about everyone else's children. We must recognize that the welfare of our children and grandchildren is intimately linked to the welfare of all other people's children. After all, when one of our children needs lifesaving surgery, someone else's child will perform it. If one of our children is threatened or harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children.

Children, Inspirational, Life, Surgery, Violence

When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.

Children, Entire, Kids, Same, Teacher, Time

We are doing earlier and earlier to children what we shouldn't do later.

Children