Descripciones mejoradas de Syndetics:

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, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children's learning needs, and improving the teaching of language arts, math, and science.

Tabla de contenidos provista por Syndetics

• Part I Development and Early Education(p. 1)
• Chapter 1 Development Science and Early Education: An Introduction(p. 3)
• Chapter 2 Rethinking Early Schooling: Using Developmental Science to Transform Children's Early School Experiences(p. 14)
• Chapter 3 Bridging Developmental Theory and Educational Practice: Lessons from the Vygotskian Project(p. 38)
• Part II Brain Functioning and Learning(p. 55)
• Chapter 4 Developmental Cognitive Neuroscience and Education Practice(p. 57)
• Chapter 5 Neurodevelopment Changes in Infancy and Beyond: Implications for Learning and Memory(p. 78)
• Chapter 6 Learning to Remember(p. 103)
• Chapter 7 The Mind of the Preschool Child: The Intelligence-School Interface(p. 123)
• Part III Social and Emotional Development(p. 143)
• Chapter 8 Development of Self, Relationships, and Socioemotional Competence: Foundations for Early School Success(p. 147)
• Chapter 9 Taming the Terrible Twos: Self-Regulation and School Readiness(p. 172)
• Chapter 10 Teaching Hearts and Minds in Early Childhood Classrooms: Curriculum for Social and Emotional Development(p. 199)
• Chapter 11 Supporting Peer Relationships in Early Education(p. 223)
• Chapter 12 Promoting Social Acceptance and Respect for Cultural Diversity in Young Children: Learning from Developmental Research(p. 247)
• Part IV Language and Literacy(p. 267)
• Chapter 13 The Social Context of Language and Literacy Development(p. 271)
• Chapter 14 Teaching and Learning to Read(p. 303)
• Chapter 15 Changing Classroom Conversations: Narrowing the Gap between Potential and Reality(p. 328)
• Chapter 16 Young Latino Children's English Reading Development: Insights for Classroom Teachers(p. 352)
• Chapter 17 Supporting Parental Practices in the Language and Literacy Development of Young Children(p. 378)
• Part V Mathematics and Science(p. 399)
• Chapter 18 Early Mathematics Education and How to Do It(p. 403)
• Chapter 19 Improving Preschoolers' Number Sense Using Information-Processing Theory(p. 429)
• Chapter 20 The Early Construction of Mathematical Meanings: Learning Positional Representation of Numbers(p. 455)
• Chapter 21 Applying Developmental Approaches to Learning Math(p. 478)
• Chapter 22 Construction and Representation of Space in 5-Year-Old Children(p. 499)
• Chapter 23 Enhancing Mathematical Problem Solving in Primary School Children: Lessons from Design Experiments(p. 521)
• Chapter 24 Science Education for Young Children: A Conceptual-Change Point of View(p. 544)
• Chapter 25 Improving Science Teaching for Young Children(p. 558)
• Part VI Conclusion(p. 577)
• Chapter 26 Applying Lessons from Developmental Science to Early Education(p. 579)
• Author Index(p. 598)
• Subject Index(p. 611)

Notas de autor provistas por Syndetics

Oscar A. Barbarin, PhD, is the Lila L. and Douglas J. Hertz Endowed Chair in the Department of Psychology at Tulane University. He is also a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill. He is past President of the American Orthopsychiatric Association and was elected to the Governing Council of the Society for Research in Child Development. Dr. Barbarin's research has focused on the social and familial determinants of ethnic and gender achievement gaps beginning in early childhood. He has developed ABLE, a mental health screening tool for young children. Dr. Barbarin is principal investigator of the PAS Initiative, a national study that focuses on the socioemotional and academic development of boys of color.

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Barbara Hanna Wasik, PhD, holds a William R. Kenan, Jr. Professorship in the School of Education and is a Fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina. Dr. Wasik also chairs the School Psychology Program. She serves as a consultant to national organizations and has held office in state and national organizations, including the American Psychological Association. She was an invited participant to the White House Conference on Child Care and served as a member of the Committee on Early Childhood Pedagogy of the National Academy of Sciences. Her research focuses on early childhood interventions, family literacy, social and cognitive development, problem solving, home visiting, and the observational study of children.

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