Handbook of child development and early education. Research to practice.

Sonst. Personen	Barbarin, Oscar A. (Hrsg.); Wasik, Barbara Hanna (Hrsg.)
Titel	Handbook of child development and early education. Research to practice.
Quelle	New York u.a.: Guilford (2009), XV, 624 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-60623-302-5; 978-1-60623-302-3
Schlagwörter	Bildung; Kulturdifferenz; Soziale Bedingung; Entwicklungspsychologie; Erinnerung; Gedächtnis; Ich; Intelligenz (Psy); Kinderpsychologie; Kognitionspsychologie; Kognitive Entwicklung; Problemlösen; Soziale Beziehung; Soziale Entwicklung; Kind; Vorschule; Frühpädagogik; Schulreife; Elternmitwirkung; Schulerfolg; Lernen; Lernumgebung; Peer Group; Unterrichtsgespräch; Neurowissenschaften; Sprachentwicklung; Englischunterricht; Lesekompetenz; Lesenlernen; Leseunterricht; Mathematikunterricht; Mathematische Kompetenz; Raumbegriff; Zahlbegriff; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Neurophysiologie; Anerkennung; Handbuch; Nachschlagewerk; USA
Abstract	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 [...] 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. Part I provides an introductory overview, explaining the challenges and potential rewards of translating developmental science into real-world educational settings. One of the book's major goals is discussed: to bridge the gap between early childhood programs and K-3 schooling, in terms of standards, curriculum, and pedagogy. Part II examines new and emerging knowledge on brain development and learning in young children. Topics include the growth of specific cognitive capacities, such as memory, and the role played by interactions with parents and teachers. Part III explores the socioemotional competencies that are needed for school readiness and success, and Part IV and V focus on language arts, math, and science. Chapters review what is known about development in each of these domains and present innovative approaches to improving assessment, instruction, and classroom environments. Attention is given to effective strategies for early intervention with English language learners and other at-risk students. Rounding out the Handbook, the concluding chapter enumerates important next steps for the field. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1