Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications
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 childr…
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Produktdetails
Weitere Autoren: Kaefer, Tanya (Hrsg.) / Neuman, Susan B. (Hrsg.)
- ISBN: 978-1-4625-0499-2
- EAN: 9781462504992
- Produktnummer: 12231715
- Verlag: Guilford Pubn
- Sprache: Englisch
- Erscheinungsjahr: 2012
- Seitenangabe: 270 S.
- Masse: H22.9 cm x B15.5 cm x D2.8 cm 522 g
- Gewicht: 522
Über den Autor
Ashley M. Pinkham, PhD, is a Research Fellow at the University of Michigan. Dr. Pinkham earned her doctoral degree in cognitive-developmental psychology from the University of Virginia. Her research focuses on sources of childrens knowledge acquisition and conceptual development, including observational learning, adult-child conversations, and book-reading experiences.Tanya Kaefer, PhD, is a Research Fellow at the University of Michigan. Dr. Kaefer earned her doctoral degree in developmental psychology from Duke University. She studies reading development and the influence of content knowledge on early literacy skills.Susan B. Neuman, EdD, is a Professor in Educational Studies at the University of Michigan. A former U.S. Assistant Secretary for Elementary and Secondary Education, Dr. Neuman established the Early Childhood Educator Professional Development Program and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Her research and teaching interests include early literacy development, early childhood policy, curriculum, and early reading instruction. Her publications include 12 books and over 100 journal articles
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