Psychological Perspectives on Early Childhood Education: Reframing Dilemmas in Research and Practice

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ISBN: 9781410601841 | 1410601846
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Copyright: 4/12/2001

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Summary

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Brings together the work of leading researchers in the field of child development and early education to examine current problems from the perspective of psychological theory and research.

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Foreword
Preface
Instructional Models for Early Childhood: In Search of a Child-Regulated/Teacher-Guided Pedagogy
Foundations for Instruction and Pedagogy
Socioeconomic Differences in Children's Early Cognitive Development and Their Readiness for Schooling
Achievement Motivation in Early Childhood: Cause for Concern or Celebration?
Learning: Attention and Play
Learning Through Feeling: Children's Development, Teachers' Beliefs and Relationships, and Classroom Practices
Children's Perspectives on Their Experiences in Early Education and Child-Care Settings
Practice of Pedagogy in Early Education
Constructivist Education in Preschool and Elementary School: The Sociomoral Atmosphere as the First Education Goal.
Everyday Mathematical Knowledge: Asking Young Children What Is Developmentally Appropriate
Geography for Young Children: Maps as Tools for Learning Environments
Literacy Development and Young Children: Research to Practice
Imagination Styles of Four- and Five-Year Olds
Measuring Recommended Practices for Very Young Children With Disabilities
Table of Contents provided by Publisher. All Rights Reserved.

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Psychological Perspectives on Early Childhood Education: Reframing Dilemmas in Research and Practice

Summary

Table of Contents

Supplemental Materials

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Psychological Perspectives on Early Childhood Education: Reframing Dilemmas in Research and Practice

Summary

Table of Contents

Supplemental Materials

Digital License