The purpose of this paper is twofold. Initially, the paper describes the impact of educational research and theory on the policies and practices implemented in elementary schools, and the potentially devastating effects such practices can have on the student clientele. It is argued that the perceptions of Black children as portrayed in educational theory have been misguided, based on the assumptions, theories, and research studies that have questionable historical premises. As a result of these theoretical misconceptions, schooling practices are inappropriate and stifle the intellectual growth and development of these children.
The focus then shifts to the main thesis which describes the early and advanced psycho-motor development of Black children and the need for a socially interactive knowledge acquisition pattern compatible with their learning needs. The social interactive learning style in elementary curriculum theory formation is an important but relatively unexplored aspect of social science research.
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