ISBN:
9781526484550
,
1526484552
,
9781526484543
,
1526484544
Sprache:
Englisch
Seiten:
1 Online-Ressource
Paralleltitel:
Erscheint auch als The SAGE handbook of developmental psychology and early childhood education
DDC:
372.21
Schlagwort(e):
Child development
;
Early childhood education
;
Learning, Psychology of
;
Electronic books
;
Aufsatzsammlung
;
Entwicklungspsychologie
;
Kind
;
Erziehung
Kurzfassung:
Intro; Contents; List of Figures and Tables; Notes on the Editors and Contributors; Overview: The Contribution of Research in Developmental Psychology To Early Childhood Education; Part I: Emotional Development; 1 Attachment and Parenting in the Preschool Years; 2 Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement; 3 The Role of Pretend Play in Supporting Young Children's Emotional Development; 4 Researching Resilience Processes in Children's Everyday Lives during Transitioning to School: A Dialogic Approach
Kurzfassung:
5 Whole-of-Setting Approaches to Enhancing Factors that Support Children's Social and Emotional Skills during TransitionsPart II: Social Development; 6 Social and Emotional Skill Development in Early Childhood; 7 How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education; 8 Children's Friendships and Social Development; 9 Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives; 10 Triadic Interactions for the Development of Social and Emotional Competences; Part III: Play, Development and Learning
Kurzfassung:
11 Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value12 Playing At, Participating In, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods; 13 Playing for the Future: Redefining Early Childhood Education; 14 Educational Play-supervision: Playing and Promoting Children's Development of Meaning; 15 New Play: A Pedagogical Movement for Early Childhood Education; Part IV: Memory and Understanding; 16 Developing Skills for Remembering in Early Childhood
Kurzfassung:
17 How Children Learn: Implications for Early Childhood Education18 Number Concept Development in Early Childhood; 19 Exploring, Imagining, Sharing: Early Development and Education in Science; 20 Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions; Part V: Learning, Language and Literacy; 21 Contexts for the Development of Language and Literacy in Latin America; 22 Early Language and Literacy Development in the Finnish Context; 23 Language, Literacy and the Transition to American Schooling
Kurzfassung:
24 Language Learning Challenges in the Early Years25 Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups; Part VI: Executive Functions, Metacognition and Self-Regulation; 26 The Development of Self-Regulation in Young Children; 27 Associations between the Home Environment, Parenting and Self-Regulation in Early Childhood; 28 Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction; 29 Understanding the Role of Motivation in Children's Self-Regulation for Learning
Kurzfassung:
The SAGE Handbook of Developmental Psychology and Early Childhood Education explores a range of issues in early childhood development and education. With the expertise of a body of international contributors, the chapters provide a much-needed overview of current and future direction for the field. Employing a broad and comprehensive focus, the Handbook combines research and practice to investigate emotional and social development, well-being and mental health, language, cultural environments, as well as the role of parents in a child's development. Through the structure of the book, readers are guided through a wide range of educational and developmental discourses, arranged across the following thematic parts: Part One: Emotional Development; Part Two: Social Development; Part Three: Play, Development and Learning; Part Four: Memory and Understanding; Part Five: Learning, Language and Literacy; Part Six: Executive Functions, Metacognition and Self-Regulation. The book concludes with an examination of the key aspects of early development which need to be the focus of high quality early childhood education
Anmerkung:
Includes bibliographical references and index
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