Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

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Sonst. Personen	Pinkham, Ashley M. (Hrsg.); Kaefer, Tanya (Hrsg.); Neuman, Susan B. (Hrsg.)
Titel	Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications
Quelle	(2012), (268 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4625-0499-2
Schlagwörter	Educational Strategies; Play; Picture Books; Literacy; Vocabulary Development; Early Childhood Education; Early Experience; Learning Experience; Aptitude Treatment Interaction; Skill Development; Parent Child Relationship; Child Development; Childrens Television; Classroom Techniques; Vocabulary Skills; Educational Practices; Scaffolding (Teaching Technique); Professional Development; Multimedia Materials; Academic Achievement; Inquiry; Learning Processes; Preschool Curriculum; Preschool Education; Textbook Content; Emergent Literacy; Learning Activities; Learning Strategies + Suchen Sie Ihr Suchwort? Lehrstrategie; Spiel; Picture book; Bilderbuch; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Lernerfahrung; Kompetenzentwicklung; Qualifikationsentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; 'Children''s broadcast; Children''s television'; Kindersendung; Klassenführung; Aktiver Wortschatz; Bildungspraxis; Schulleistung; Learning process; Lernprozess; Pre-school education; Vorschulerziehung; Lehrbuchtext; Frühleseunterricht; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills. Part I, Sources of Children's Knowledge, contains: (1) What You See Is What You Get: Learning from the Ambient Environment (Tanya Kaefer); (2) Learning through Play: Procedural versus Declarative Knowledge (Jennifer Van Reet); (3) How Children Understand and Use Other People as Sources of Knowledge: Children's Selective Use of Testimony (Sherryse L. Corrow, Jason Cowell, Sabine Doebel, and Melissa A. Koenig); (4) Beyond Pedagogy: How Children's Knowledge Develops in the Context of Everyday Parent-Child Conversations (Maureen Callanan, Jennifer Rigney, Charlotte Nolan-Reyes, and Graciela Solis); (5) Drawing on the Arts: Less-Traveled Paths toward a Science of Learning (Jessa Reed, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff); (6) Learning by the Book: The Importance of Picture Books for Young Children's Knowledge Acquisition (Ashley M. Pinkham); and (7) Television and Children's Knowledge (Heather J. Lavigne and Daniel R. Anderson). Part II, Promoting Knowledge Development in the Classroom, contains: (8) Four Play Pedagogies and a Promise for Children's Learning (Kathleen Roskos and James Christie); (9) The Research-Reality Divide in Early Vocabulary Instruction (Tanya S. Wright); (10) The Contributions of Curriculum to Shifting Teachers' Practices (David K. Dickinson, Erica M. Barnes, and Jin-Sil Mock); (11) Scaffolding Preschoolers' Vocabulary Development through Purposeful Conversations: Unpacking the ExCELL Model of Language and Literacy Professional Development (Barbara A. Wasik and Annemarie H. Hindman); (12) Building Knowledge through Informational Text (Nell K. Duke, Anne-Lise Halvorsen, and Jennifer A. Knight); (13) Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge (Carol McDonald Connor and Frederick J. Morrison); and (14) Building Literacy Skills through Multimedia (Rebecca Silverman and Sara Hines). (ERIC).
Anmerkungen	Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10