Informing Our Practice: Useful Research on Young Children's Development

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Sonst. Personen	Essa, Eva L. (Hrsg.); Burnham, Melissa M. (Hrsg.)
Institution	National Association for the Education of Young Children
Titel	Informing Our Practice: Useful Research on Young Children's Development
Quelle	(2009), (255 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9288-9665-4
Schlagwörter	Leitfaden; Unterricht; Lehrer; Research; Early Childhood Education; Young Children; Child Development; Social Development; Emotional Development; Cognitive Development; Physical Development; Motor Development; Interpersonal Competence; Peer Relationship; Race; Social Class; Teacher Student Relationship; Emotional Intelligence; Self Management; Self Concept; Anxiety; Personality Traits; Language Acquisition; Emergent Literacy; Childrens Writing; Mathematics Instruction; Motivation; Eating Habits; Parent Caregiver Relationship; Economically Disadvantaged; Cultural Differences; Hispanic Americans; Preschool Education; Disabilities; Inclusive Schools + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Körperliche Entwicklung; Motorische Entwicklung; Interpersonale Kompetenz; Peer-Beziehungen; Rasse; Abstammung; Social classes; Soziale Klasse; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionale Intelligenz; Selbstmanagement; Selbstkonzept; Angst; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sprachaneignung; Spracherwerb; Frühleseunterricht; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Mathematics lessons; Mathematikunterricht; psychologische; Motivation (psychologisch); Ernährungsgewohnheit; Essgewohnheit; Kultureller Unterschied; Hispanic; Hispanoamerikaner; Pre-school education; Vorschulerziehung; Handicap; Behinderung; Inclusive school; Integrative Schule
Abstract	Best practice is based on knowledge--not on beliefs or guesses--about how children learn and develop. This volume contains 20 overviews of research on aspects of young children's social, emotional, cognitive, or physical development, as well as how the findings can be applied in the classroom. Originally "Research in Review" articles in NAEYC's journal Young Children, each has been freshly updated to reflect the current context and research base. Classroom teachers and teacher trainers will find valuable the overviews' plain discourse in making complex concepts more understandable. The table of contents is divided into five parts. Part I: Social Development, includes an introduction and the first three chapters of the book: (1) Peer-Related Social Competence in Early Childhood: Supporting Interaction and Relationships (Kristen M. Kemple and Stacy M. Ellis); (2) Growing Up with the Contradictions of Race and Class (Patricia G. Ramsey); and (3) Enhancing Development and Learning Through Teacher-Child Relationships (Kathleen Cranley Gallagher and Kelley Mayer). Part II: Emotional Development, contains an introduction and five chapters: (4) Young Children's Understanding of Everyday Emotions (Janet Kuebli and Accalia R. Kusto); (5) Recognizing and Supporting the Development of Self-Regulation in Young Children (Martha B. Bronson); (6) The Development of Self-Concept (Hermine H. Marshall); (7) Stress and Young Children (Alice Sterling Honig); and (8) Resilient Children (Emmy E. Werner and Eva L. Essa). Part III: Cognitive and Language Development, continues with an introduction and four chapters: (9) Children's Language: Learning Words from Experience (Celia Genishi and Andrea Smith Honig); (10) Emerging Knowledge About Emergent Writing (Kelley Mayer); (11) Mathematics Instruction That Makes Sense for 2- to 5-Year-Olds (Arthur J. Baroody and Xia Li); and (12) I Think I Can, I Knew I Could: Understanding and Encouraging Mastery Motivation in Young Children (Penny Hauser-Cram and Darcy B. Mitchell). Part IV: Physical Development, continues with an introduction and three chapters: (13) Motor Development in Young Children: Implications and Applications (Linda M. Gagen, Nancy Getchell, and Greg Payne); (14) Growing Children: The Physical Side of Development (Rebecca A. Marcon); and (15) Children's Eating: The Development of Food-Acceptance Patterns (Alison K. Ventura, Susan L. Johnson, and Leann L. Birch). Part V: Influences on Development, concludes with an introduction and the remaining five chapters: (16) Strengthening Relations Between Parents and Early Childhood Programs (Douglas R. Powell and Patrick M. O'Leary); (17) Early Childhood Programs That Work for Economically Disadvantaged Children (Frances A. Campbell and Karen B. Taylor); (18) Cultural and Linguistic Differences in Families with Young Children: Implications for Early Childhood Teachers (Lynn Okagaki and Karen E. Diamond); (19) The Education of Hispanics in Early Childhood: Of Roots and Wings (Eugene E. Garcia); and (20) Including Young Children with Disabilities in Preschool: Moving Forward from 1994 (Karen E. Diamond, Linda L. Hestenes, Swetha Chakravarthi, and Linlin Li). The book concludes with an index. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: naeyc@naeyc.org; Web site: http://sales.naeyc.org/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10