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Title Psychological perspectives on early childhood education : reframing dilemmas in research and practice / Susan L. Golbeck, editor.

Published Mahwah, NJ : Lawrence Erlbaum Associates, 2001.


Location Call No. Status
 UniM Giblin Eunson  372.21019 PSYC    AVAILABLE
Physical description pages cm.
Series The Rutgers invitational symposium on education series.
Rutgers invitational symposium on education series.
Notes Based on original papers presented by the authors at the symposium on creating environments for learning in the early years, Nov. 6, 1998, in New Brunswick, N.J., at the Rutgers Graduate School of Education.
Bibliography Includes bibliographical references and indexes.
Contents 1 Instructional Models for Early Childhood: In Search of A Child-Regulated/Teacher-Guided Pedagogy / Susan L. Golbeck 3 -- Foundations for Instruction and Pedagogy 35 -- 2 Socioeconomic Differences in Children's Early Cognitive Development and Their Readiness for Schooling / Robbie Case, Sharon Griffin, Wendy M. Kelly 37 -- 3 Achievement Motivation in Early Childhood: Cause for Concern or Celebration? / Deborah J. Stipek, Joelle K. Greene 64 -- 4 Learning, Attention, and Play / Lorraine McCune, Mary B. Zanes 92 -- 5 Learning Through Feeling: Children's Development, Teachers' Beliefs and Relationships, and Classroom Practices / Marion C. Hyson, Jennifer Molinaro 107 -- 6 Children's Perspectives on Their Experiences in Early Education and Child-Care Settings / Elisa L. Klein 131 -- Practice of Pedagogy in Early Education 151 -- 7 Constructivist Education in Preschool and Elementary School: The Sociomoral Atmosphere as the First Educational Goal / Rheta DeVries 153 -- 8 Everyday Mathematical Knowledge: Asking Young Children What is Developmentally Appropriate / Herbert P. Ginsburg, Sandra Pappas, Kyoung-Hye Seo 181 -- 9 Geography for Young Children: Maps as Tools for Learning Environments / Lynn S. Liben, Roger M. Downs 220 -- 10 Literacy Development and Young Children: Research to Practice / Lesley Mandel Morrow 253 -- 11 Imagination Styles of Four- and Five-Year Olds / Helane S. Rosenberg 280 -- 12 Measuring Recommended Practices for Very Young Children with Disabilities / Ellen C. Frede, W. Steven Barnett, Theresa Lupo 297.
Summary The field of early childhood education and the science of psychology have a long and closely intertwined history. The study of young children's learning within school contexts provides a test of developmental theory while at the same time identifies the limits of psychology for informing practice. The purpose of this book, part of the Rutgers Invitational Symposium on Education Series, is to bring together the work of the leading researchers in the field of child development and early education to inform three issues facing the United States today: * clarifying developmentally appropriate instruction from the perspective of cognitive developmental psychology; * ensuring that young children's schooling adequately addresses content; and * meeting cognitive goals while simultaneously supporting social and emotional development. Throughout, the role of empirical inquiry in developmental psychology for the practice of early education is examined.
Other author Golbeck, Susan L.
Subject Early childhood education -- United States -- Psychological aspects -- Congresses.
ISBN 0805832289 (cloth : alk. paper)