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: 5402
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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

  • Author: Robert S. Siegler
  • Publisher: Prentice Hall
  • ISBN: N.A
  • Category: Cognition chez l'enfant
  • Page: 429
  • View: 6068
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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.

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: 6303
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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.

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: 1134136897
  • Category: Education
  • Page: 176
  • View: 439
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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.

Young Children's Thinking

Young Children's Thinking

  • Author: Marion Dowling
  • Publisher: SAGE
  • ISBN: 144627263X
  • Category: Education
  • Page: 200
  • View: 2018
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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.

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: 6570
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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: 9834
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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

Promoting Understanding in the Primary School

  • Author: Michael Bonnett
  • Publisher: Continuum International Publishing Group
  • ISBN: 9780304329397
  • Category: Psychology
  • Page: 205
  • View: 730
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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: 3436
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Children's Thinking

Children's Thinking

What Develops?

  • Author: Robert Siegler
  • Publisher: Psychology Press
  • ISBN: 1134993161
  • Category: Psychology
  • Page: 384
  • View: 6401
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First published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.

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: 1029
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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.

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: 131759715X
  • Category: Education
  • Page: 508
  • View: 2632
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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.

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: 566
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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.

Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking

Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking

  • Author: Vicki Cohen,John Cowen
  • Publisher: Cengage Learning
  • ISBN: 0534611192
  • Category: Business & Economics
  • Page: 576
  • View: 8433
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LITERACY FOR CHILDREN IN AN INFORMATION AGE was developed in response to the urgent need for a literacy methods book that is relevant in today's information-driven society. Cowen and Cohen present a modern, useful text that defines literacy using technology and meets the changing needs of K-12 instructors, providing practical tips for integrating technology into literacy instruction. As technology has had a profound impact on the nature of K-12 teaching-especially the teaching of reading and writing-some scholars believe that today's digital technologies have changed the meaning of literacy. Similarly, nearly every state has included technology-related competencies in their standards at nearly every grade level. With this in mind, LITERACY FOR CHILDREN IN AN INFORMATION AGE also includes examples of best practices, software packages, and websites. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Seeing the Science in Children's Thinking

Seeing the Science in Children's Thinking

Case Studies of Student Inquiry in Physical Science

  • Author: David Hammer,Emily van Zee
  • Publisher: Heinemann Educational Books
  • ISBN: 9780325009483
  • Category: Education
  • Page: 186
  • View: 7404
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Observing and listening to children while they inquire into the physical sciences is difficult. There's lots to see and hear, but unless you know what to look and listen for, you might only see a noisy blur of activity. Seeing the Science in Children's Thinking is a field guide to the science classroom with authentic examples presented in written and video form. It's a great way for staff developers to train teachers' eyes and ears to pick up the analysis and ideas of students as they occur in the wild of classroom conversations. Evidence of children's scientific thinking is all around the classroom, but it takes a skilled teacher to locate it. With Seeing the Science in Children's Thinking your teachers can sharpen their senses, discover a wealth of information about how their students approach science, and create instruction that's individualized and responsive

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: 6123
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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.

Developing Thinking and Understanding in Young Children

Developing Thinking and Understanding in Young Children

An Introduction for Students

  • Author: Sue Robson
  • Publisher: Routledge
  • ISBN: 1136478922
  • Category: Education
  • Page: 272
  • View: 2974
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Developing Thinking and Understanding in Young Children presents a comprehensive and accessible overview of contemporary theory and research about young children’s developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children’s activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. Each chapter also includes ideas for further reading and suggested activities. Aimed at all those interested in how young children develop through their thoughts and actions, Sue Robson explores: theories of cognitive development the social, emotional and cultural contexts of children’s thinking children’s conceptual development visual thinking approaches to supporting the development of young children’s thinking and understanding latest developments in brain science and young children the central roles of play and language in young children’s developing thinking. Including a new chapter on young children’s musical thinking, expanded sections on self regulation, metacognition and creative thinking and the use of video to observe and describe young children’s thinking, this book will be an essential read for all students undertaking Early Childhood, Primary PGCE and EYPS courses. Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest.

Children's Mathematical Thinking in Primary Years

Children's Mathematical Thinking in Primary Years

  • Author: Julia Anghileri
  • Publisher: A&C Black
  • ISBN: 9780826479112
  • Category: Education
  • Page: 192
  • View: 4734
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This popular Continuum series, intended chiefly for teachers and trainee teachers, places strong emphasis on practice but at the same time incorporates the latest research in the field. The book demonstrates a strong belief in the ability of children to learn, and in the ability of teachers to increase children's learning potential. The series authors are distinguished practitioners in their fields who write with authority, but without jargon. With the increasingly popular constructivist framework for learning, teachers are coming to recognize the limitations of taught procedures and to find ways to encourage children to generate their own knowledge and understanding in mathematics. The challenge for teachers is to promote an environment that encourages mathematical thinking in which pupils of all abilities are able to achieve their full potential. This text brings together experiences of teachers and researchers who examine the ways children work mathematically, in order to provide an enhanced learning environment within the classroom. It also addresses key issues in current maths teaching.

Children's thinking in the process of subtraction

Children's thinking in the process of subtraction

  • Author: E. Glenadine Gibb
  • Publisher: N.A
  • ISBN: N.A
  • Category: Education
  • Page: 312
  • View: 2770
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