Search Results for "children-s-thinking"

Children's Thinking

Children's Thinking

Cognitive Development and Individual Differences

  • Author: David F. Bjorklund,Kayla B. Causey
  • Publisher: SAGE Publications
  • ISBN: 1506334377
  • Category: Psychology
  • Page: 720
  • View: 5507
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The Sixth Edition of David F. Bjorklund and Kayla B. Causey’s topically organized Children’s Thinking presents a current, comprehensive, and dynamic examination of cognitive development. The book covers individual children and their developmental journeys while also following the general paths of overall cognitive development in children. This unique and effective approach gives readers a holistic view of children’s cognitive development, acknowledging that while no two children are exactly alike, they tend to follow similar developmental patterns. Supported by the latest research studies and data, the Sixth Edition provides valuable insights for readers to better understand and work with children.

Children's Thinking

Children's Thinking

What Develops?

  • Author: Robert Siegler
  • Publisher: Psychology Press
  • ISBN: 1134993161
  • Category: Psychology
  • Page: 384
  • View: 7999
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First published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.

Young Children's Thinking

Young Children's Thinking

  • Author: Marion Dowling
  • Publisher: SAGE
  • ISBN: 144627263X
  • Category: Education
  • Page: 200
  • View: 2009
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'This is a book to be treasured. This deeply respected pioneer brings together major research literature, theoretical understanding and practical help. She does so in a way that demonstrates her love and commitment in working with young children and helping them to have rich lives intellectually and with personal fulfillment' -Professor Tina Bruce CBE 'What comes through is weighty warmth. The weight of research and experience coupled with the warmth of the fascination of children's development over Marion's professional and personal lifetime' -Professor Mick Waters, Wolverhampton University 'This highly knowledgeable yet accessible book will be hugely valuable for all those who care deeply about young children's learning and development' -Liz Roberts, Editor, Nursery World 'A tour de force which has the potential to change practice and thinking about early childhood' -Helen Moylett, Early Learning and Consultancy, President of Early Education Clearly linking theory and practice, this highly accessible book will be valuable to practitioners, teachers and students. The author explores the development of children's thinking from 0-7 years, and how this affects home, Early Years settings and schools. The book includes: - case studies - professional checkpoints to help reflection - practical suggestions - guidance on involving parents - suggested reading - questions for discussion. It will be a great asset for students on Early Years Foundation Degrees, Initial Teacher Education and Early Childhood Studies courses. The reader can access additional web resources here Marion Dowling works as a trainer and consultant in the UK and overseas, and is Vice President of Early Education, a national charity.

Dialogue and the Development of Children's Thinking

Dialogue and the Development of Children's Thinking

A Sociocultural Approach

  • Author: Neil Mercer,Karen Littleton
  • Publisher: Routledge
  • ISBN: 1134136889
  • Category: Education
  • Page: 164
  • View: 7417
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This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists.

The Routledge International Handbook of Young Children’s Thinking and Understanding

The Routledge International Handbook of Young Children’s Thinking and Understanding

  • Author: Sue Robson,Suzanne Flannery Quinn
  • Publisher: Routledge
  • ISBN: 1317597141
  • Category: Education
  • Page: 508
  • View: 1430
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This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, constructing and navigating the world. The Routledge International Handbook of Young Children’s Thinking and Understanding brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines who share a high public profile for their specific developments in the theories of children’s thinking, learning and understanding. The handbook is organised into four complementary parts: • How can we think about young children’s thinking?: Concepts and contexts • Knowing about the brain and knowing about the mind • Making sense of the world • Documenting and developing children’s thinking Supported throughout with relevant research and case studies, this handbook is an international insight into the many ways there are to understand children and childhood paired with the knowledge that young children have a strong, vital, and creative ability to think and to understand, and to create and contend with the world around them.

Emerging Minds

Emerging Minds

The Process of Change in Children's Thinking

  • Author: Robert S. Siegler
  • Publisher: Oxford University Press
  • ISBN: 9780195352085
  • Category: Psychology
  • Page: 288
  • View: 2593
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How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?

The Development of Children’s Thinking

The Development of Children’s Thinking

Its Social and Communicative Foundations

  • Author: Jeremy Carpendale,Charlie Lewis,Ulrich Muller
  • Publisher: SAGE
  • ISBN: 1473952956
  • Category: Psychology
  • Page: 416
  • View: 1455
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The Development of Children’s Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop. The focus of this book will be on infancy and childhood, and it looks at: Theories and context of development How developmental psychology attempts to reconcile influences of nature and nurture Communication in infancy as a precursor to later thinking Language development in primates and young children Cognitive and social development, including the child’s understanding of the mind How studies of moral reasoning reflect upon our understanding of development

Children's thinking

Children's thinking

  • Author: David Harris Russell
  • Publisher: N.A
  • ISBN: N.A
  • Category: Psychology
  • Page: 449
  • View: 2111
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Children's Thinking

Children's Thinking

  • Author: Robert S. Siegler
  • Publisher: Prentice Hall
  • ISBN: N.A
  • Category: Cognition chez l'enfant
  • Page: 429
  • View: 2978
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This book offers a unified account of major research findings and theories on the development of children's thinking from infancy to adolescence as well as the practical implications. The book examines the change processes of development, as well as the nature of the changes in language, perception, memory, conceptual understanding, and problem-solving that mark cognitive development. Eight central themes presented in the first chapter integrate and unify the presentation. It examines emerging topics such as the possibility of multiple intelligences, the influence of the social environment on children's thinking, and the role of principles in guiding learning. It discusses how children learn reading, writing, and mathematical skills, and details the learning abilities of blind, deaf, gifted, and retarded children. It highlights the major theories of cognitive development; Piaget, neo-Piagetian, information-processing, sociocultural, theory-theory, connectionist, and multiple intelligences.

Children's Thinking

Children's Thinking

A Study of the Thinking Done by a Group of Grade Children when Encouraged to Ask Questions about United States History

  • Author: Inga Olla Helseth
  • Publisher: N.A
  • ISBN: N.A
  • Category: Education
  • Page: 163
  • View: 5577
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Making Sense of Children's Thinking and Behavior

Making Sense of Children's Thinking and Behavior

A Step-by-Step Tool for Understanding Children with NLD, Asperger's, HFA, PDD-NOS, and other Neurological Differences

  • Author: Leslie Holzhauser-Peters,Leslie True
  • Publisher: Jessica Kingsley Publishers
  • ISBN: 9781846428166
  • Category: Psychology
  • Page: 192
  • View: 1403
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Making Sense of Children's Thinking and Behavior offers parents and professionals a tool for understanding children with neurological differences. These children have an atypical view of the world, unique to their particular disability, which can make their behavior confusing and, at times, challenging. Often, the child's actions are misunderstood and, consequently, they are unfairly punished. An individualized approach to understanding a child's thought processes can help to resolve these problems. The authors' Systematic Tool for Analyzing Thinking (STAT) offers such an approach. It provides a step-by-step method for understanding a child's behavior by revealing the thought processes behind it. By viewing a situation from the child's perspective, the root of the problem can be identified and one can then effectively address the difficult behavior. Case studies are used to describe the twelve common deficit areas, demonstrating to the reader how to apply the STAT in everyday situations. This practical book is an invaluable resource for parents and professionals working with children with NLD, Asperger's, HFA, PDD-NOS, and other neurological differences.

Children's Thinking

Children's Thinking

Promoting Understanding in the Primary School

  • Author: Michael Bonnett
  • Publisher: Continuum International Publishing Group
  • ISBN: 9780304329397
  • Category: Psychology
  • Page: 205
  • View: 2348
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A Study of Children's Thinking

A Study of Children's Thinking

  • Author: Margaret Donaldson
  • Publisher: Routledge
  • ISBN: 1136420045
  • Category: Social Science
  • Page: 280
  • View: 8348
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Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1963 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Children's Thinking, Cognitive Development and Individual Differences

Children's Thinking, Cognitive Development and Individual Differences

  • Author: CTI Reviews
  • Publisher: Cram101 Textbook Reviews
  • ISBN: 1490267344
  • Category: Education
  • Page: 89
  • View: 459
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Facts101 is your complete guide to Children's Thinking, Cognitive Development and Individual Differences. In this book, you will learn topics such as as those in your book plus much more. With key features such as key terms, people and places, Facts101 gives you all the information you need to prepare for your next exam. Our practice tests are specific to the textbook and we have designed tools to make the most of your limited study time.

Points of Viewing Children's Thinking

Points of Viewing Children's Thinking

  • Author: Ricki Goldman-Segall,Ricki Goldman
  • Publisher: Psychology Press
  • ISBN: 1317778677
  • Category: Education
  • Page: 304
  • View: 6271
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This book is about learning and ethnography in the context of technologies. Simultaneously, it portrays young people's "thinking attitudes" in computer-based learning environments, and it describes how the practice of ethnography is changing in a digital world. The author likens this form of interaction to "the double helix," where learning and ethnography are intertwined to tell an emergent story about partnerships with technology. Two school computer cultures were videotaped for this study. Separated not only by geography -- one school is on the east coast of New England and the other on the west coast of British Columbia on Vancouver Island -- they are also separated in other ways: ethnic make-up and inner-city vs. rural settings to name only two. Yet these two schools are joined by a strong thread: a change in their respective cultures with the advent of intensive computer-use on the part of the students. Both school communities have watched their young people gain literacy and competence, and their tools have changed from pen to computer, video camera, multimedia and the Internet. Perhaps most striking is that the way they think of themselves as learners has also changed: they see themselves as an active participant, in the pilot's seat or director's chair, as they chart new connections between diverse and often unpredictable worlds of knowledge.

New Theory of Children’s Thinking Development: Application in Language Teaching

New Theory of Children’s Thinking Development: Application in Language Teaching

  • Author: Kekang He
  • Publisher: Springer
  • ISBN: 9812878378
  • Category: Education
  • Page: 246
  • View: 7902
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This book proposes a new theory on children’s thinking (cognitive) development. According to this theory, the stages of said development should be divided into four stages: first, the stage of animalistic thinking (birth–before possessing basic language ability); second, the stage of elementary thinking (beginning to possess basic language ability–beginning to possess proficient oral ability); third, the stage of intermediate thinking (beginning to possess proficient oral ability–before the formation of comprehensive cognitive ability); and fourth, the stage of advanced thinking (after the formation of comprehensive cognitive ability). In this context, thinking includes logical thinking, visual thinking and intuitive thinking. Based on the new theory, the author points out the serious negative impact that Piaget’s stage theory of children’s cognitive development has had on Chinese language education in China. The book also offers a number of practical principles, such as five teaching activities for language teaching of extension, typing, writing, passage, and thinking.

Young Children's Thinking about Biological World

Young Children's Thinking about Biological World

  • Author: Giyoo Hatano,Kayoko Inagaki
  • Publisher: Psychology Press
  • ISBN: 1134949901
  • Category: Psychology
  • Page: 224
  • View: 9113
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Presents research on the topic of young children's naive biology, examining such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case.

Developing Children’s Critical Thinking through Picturebooks

Developing Children’s Critical Thinking through Picturebooks

A guide for primary and early years students and teachers

  • Author: Mary Roche
  • Publisher: Routledge
  • ISBN: 1317642678
  • Category: Education
  • Page: 196
  • View: 2251
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This accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making-meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding. By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of developing children’s oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children’s literary understanding. Throughout, Roche provides rich data and examples from real classroom practice. This book also provides an overview of recent international research on doing ‘interactive read alouds’, on what critical literacy means, on what critical thinking means and on picturebooks themselves. Lecturers on teacher education courses for early years or primary levels, classroom teachers, pre-service education students, and all those interested in promoting critical engagement and dialogue about literature will find this an engaging and very insightful text.

Young Children's Thinking: Studies of some Aspects of Piaget's Theory

Young Children's Thinking: Studies of some Aspects of Piaget's Theory

  • Author: Millie Almy, Edward Chittenden, Paula Miller
  • Publisher: N.A
  • ISBN: N.A
  • Category:
  • Page: N.A
  • View: 3069
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Children's Thinking About Cultural Universals

Children's Thinking About Cultural Universals

  • Author: Jere Brophy,Janet Alleman
  • Publisher: Routledge
  • ISBN: 1135614687
  • Category: Education
  • Page: 240
  • View: 5533
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Drawing on interview data, the authors describe K-3 students' knowledge and thinking about basic aspects of the social world that are addressed in the elementary social studies curriculum. The interviews focused on human activities relating to nine cultural universals that are commonly addressed in the elementary social studies curriculum: food, clothing, shelter, communication, transportation, family living, childhood, money, and government. This volume synthesizes findings from the research and discusses their implications for curriculum and instruction in early social studies. Children's Thinking About Cultural Universals significantly expands the knowledge base on developments in children's social knowledge and thinking and, in addition, provides a wealth of information to inform social studies educators' and curriculum developers' efforts to match instruction to students' prior knowledge, both by building on already developed valid knowledge and by addressing common misconceptions. It represents a quantum leap in the availability of information on the trajectories of children's knowledge about common topics in primary elementary social studies education.