Search Results for "children-s-thinking"

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: 1834
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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.

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: 2176
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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.

Engaging Young Children in Mathematics

Engaging Young Children in Mathematics

Standards for Early Childhood Mathematics Education

  • Author: Douglas H. Clements,Julie Sarama,Ann-Marie DiBiase
  • Publisher: Routledge
  • ISBN: 0805842101
  • Category: Education
  • Page: 474
  • View: 6263
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Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.

Mathematics for Tomorrow’s Young Children

Mathematics for Tomorrow’s Young Children

  • Author: C.S. Mansfield,N.A. Pateman,N. Bednarz
  • Publisher: Springer Science & Business Media
  • ISBN: 9401722110
  • Category: Education
  • Page: 329
  • View: 5475
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Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.

Sustained Shared Thinking in the Early Years

Sustained Shared Thinking in the Early Years

Linking theory to practice

  • Author: Kathy Brodie
  • Publisher: Routledge
  • ISBN: 1317684583
  • Category: Education
  • Page: 124
  • View: 4309
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Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. It costs nothing, yet research has shown that it improves outcomes for children by supporting their holistic development. This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking. Combining theory with practical guidance, it demonstrates how it can be achieved, covering all aspects of early years practice including the Characteristics of Effective Learning, the Prime and Specific Areas of learning development, the role of the practitioner, the environment and working with parents. Features include: boxed links to key theory and research; practical strategies highlighted in the text; consideration of children at different ages and stages of development; links throughout to the Early Years Foundation Stage. Written by a leading consultant who regularly delivers training on Sustained Shared Thinking, this will be an essential text for students on foundation degree and childhood studies courses as well as early years practitioners.

The Steps of Man Towards Civilization

The Steps of Man Towards Civilization

The Key to Disclose the Riddle of History

  • Author: Georg Oesterdiekhoff
  • Publisher: BoD – Books on Demand
  • ISBN: 3842342888
  • Category:
  • Page: 236
  • View: 9120
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This book delivers an introduction to the theory programme called structure-genetic sociology. I developed this theory programme in the past 30 years. In the meantime, I have written ten books and numerous articles about the subject. The programme mainly bases on developmental psychology and has worked it out to a theory of the evolution of humankind. It encompasses a theory of social change and social evolution, a theory of the development of economy, society, culture, sciences, religion, morals, law, and manners. The fact of the anthropological evolution of humankind from lower, childlike anthropological stages to more elaborated stages is the most groundbreaking and fascinating fact in all social sciences and humanities. It is the only phenomenon within humanities and social sciences whose relevance and importance corresponds to the fact of biological evolution provided by Darwin?'s evolutionary theory. This fact forms the kernel of the entire theory programme.Structure-genetic sociology is the theoretical heir of the outstanding classical approaches such as the classical sociologies, the classical British anthropology, the ethnology of Lucien L vy-Bruhl, the developmental psychology of Jean Piaget, and the philosophy of symbolic forms of Ernst Cassirer. We can understand these classical achievements only against the background of the more elaborated empirical foundations and theoretical structures of my structure-genetic sociology. It helps to verify, to correct, to develop, and to improve the best traditions of social sciences and humanities. Structure-genetic sociology formulates the essence of three hundred years of social sciences and humanities.

Curriculum for Young Children: An Introduction

Curriculum for Young Children: An Introduction

  • Author: Eve-Marie Arce
  • Publisher: Cengage Learning
  • ISBN: 1133710549
  • Category: Education
  • Page: 256
  • View: 1065
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This book presents basic introductory material on developing and managing curriculum for early childhood education. Designed as a resource for beginning students and as a reference manual for experienced teachers, the text presents focused, sequential coverage on curriculum for young children--excluding potentially confusing details about related topics that are covered in longer books. Discussions cover such important topics as similarities in existing approaches to early childhood education, how to meet children's needs through curriculum, and planning and organizing curriculum. The Second Edition features enhanced standards coverage, increased material on diversity and multiculturalism, video integration, new information on how child development affects curriculum, and more. CURRICULUM FOR YOUNG CHILDREN also helps students and teachers assess the wealth of activity ideas available from other textbooks, resource manuals, and websites. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Children's Thinking

Children's Thinking

  • Author: Robert S. Siegler
  • Publisher: N.A
  • ISBN: 9780133979107
  • Category: Psychology
  • Page: 411
  • View: 7492
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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. This is a valuable book for any parent or professional who wishes or needs a greater understanding of the ways in which children -- from infants to adolescents -- learn and develop.

Visual Perception and Cognition in infancy

Visual Perception and Cognition in infancy

  • Author: Carl Granrud,Carl E. Granrud
  • Publisher: Psychology Press
  • ISBN: 1134757336
  • Category: Psychology
  • Page: 364
  • View: 4287
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The chapters in this book are based on papers presented at the 23rd Carnegie Mellon Symposia on Cognition. At this exciting event, speaker after speaker presented new discoveries about infants' visual perception in areas ranging from sensory processes to visual cognition. The field continues to make significant progress in understanding the infant's perceptual world. Several advances have come from the development of new methods for exploring infant perception and cognition that have brought new empirical findings. Advances have also been made in understanding the mechanisms underlying perceptual development. Outstanding examples of this ongoing progress can be seen in the chapters of this volume.

Children's Lives, Children's Futures

Children's Lives, Children's Futures

A Study of Children Starting Secondary School

  • Author: Paul Croll,Gaynor Attwood,Carol Fuller
  • Publisher: A&C Black
  • ISBN: 1441161104
  • Category: Education
  • Page: 202
  • View: 2470
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In many Western societies there is concern that children from less advantaged social backgrounds have limited aspirations, and are disproportionately unlikely to go to university. Children's Lives, Children's Futures explores how children in their first year of secondary school feel about school, its place in their lives and its role in their futures. The authors use child voice to look at the ways in which children are active constructors of their lives, and the implications this has for the alignment between education and ambition. The authors explore the nature of children's engagement with education, the choices and constraints they experience and the reasons some young people fail to take advantage of educational opportunities.