Handbook of child development and early education research to practice /
How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally...
| Other Authors: | Barbarin, Oscar A., Wasik, Barbara Hanna., EBSCOhost. |
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| Format: | eBook |
| Language: | English |
| Published: |
New York :
Guilford Press,
[2009]
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| Physical Description: |
1 online resource (xv, 624 pages) : illustrations. |
| Subjects: |
| Summary: |
How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, con. |
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| Item Description: |
Includes bibliographical references and indexes. Developmental science and early education: an introduction / Oscar A. Barbarin and Kevin Miller -- Rethinking early schooling: using developmental science to transform children's early school experiences / Sharon Ritchie, Kelly L. Maxwell, and Sue Bredekamp -- Bridging developmental theory and educational practice: lessons from the Vygotskian project / Anna Stetsenko and Eduardo Vianna -- Developmental cognitive neuroscience and education practice / Maria Fusaro and Charles A. Nelson III -- Neurodevelopmental changes in infancy and beyond: implications for learning and memory / Patricia J. Bauer -- Learning to remember / Peter A. Ornstein, Jennifer L. Coffman, and Jennie K. Grammer -- Mind of the preschool child: the intelligence-school interface / Marc H. Bornstein -- Development of self, relationships, and socioemotional competence: foundations for in early school -- Success / Ross A. Thompson and Miranda Goodman -- Taming the terrible twos : self-regulation and school readiness / Susan D. Calkins and Amanda P. Williford -- Teaching hearts and minds in early childhood classrooms: curriculum for social and emotional development / Janet E. Thompson and Kelly K. Twibell -- Supporting peer relationships in early education / Kathleen Cranley Gallagher and Patricia R. Sylvester -- Promoting social acceptance and respect for cultural diversity in young children: learning from developmental research / Oscar A. Barbarin and Erica Odom -- Social context of language and literacy development / Gordon Wells -- Teaching and learning to read / Barbara Hanna Wasik and Beth Anne Newman -- Changing classroom converstations: narrowing the gap between potential and reality / David K. Dickinson [and others] -- Young Latino children's English reading development: insight for classroom teachers / Steve Amendum and Jll Fitzgerald -- Supporting parental practices in the language and literacy development of young children / Oscar A. Barbarin and Nikki Aikens -- Early mathematics education and how to do it / Herbert P. Ginsberg -- Improving preschoolers' number sense using information-processing theory / Robert S. Siegler -- Early construction of mathematical meanings: learning positional representation of numbers / Maria G. Bartolini Bussi and Mara Boni -- Applying developmental approaches to learning math / Beth Casey -- Construction and representation of space in 5-year-old children / Rossana Falcade and Paola Strozzi -- Enhancing mathematical problem solving in primary school children: lessons from design experiments / Erik de Corte, Lieven Verschaffel, and Fien Depaepe -- Science education for young children: a conceptual-change point of view / Stella Vosniadou -- Improving science teaching for young children / Mark Enfield and Dwight Rogers -- Applying lessons from developmental science to early education / Samuel L. Odom, Oscar A. Barbarin, and Barbara Hanna Wasik. How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, con. |
| Physical Description: |
1 online resource (xv, 624 pages) : illustrations. |
| Bibliography: |
Includes bibliographical references and indexes. |
| ISBN: |
9781606233061 1606233068 128231923X 9781282319233 |