Preschool block - Concentration and perception 5 years and up

2021-07-14
 |  Juvenile Nonfiction
Preschool block - Concentration and perception 5 years and up

Author: Linda Bayerl

Publisher: Hauschka Verlag

ISBN: 9783881007344

Category: Juvenile Nonfiction

Page: 68

View: 778

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This preschool block contains lots of activities that stimulate precise observation, picture comparison, logical thinking, perception and concentration. All tasks feature lovingly designed illustrations and are suitable for preparing children for preschool and primary school. Thanks to its handy format, the block is ideal for at home and on the move.

Preschool block - Concentration and perception 5 years and up

2021-07-14
 |  Juvenile Nonfiction
Preschool block - Concentration and perception 5 years and up

Author: Linda Bayerl

Publisher: Hauschka-Verlag

ISBN: 9783754200018

Category: Juvenile Nonfiction

Page: 64

View: 657

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This preschool block contains lots of activities that stimulate precise observation, picture comparison, logical thinking, perception and concentration. All tasks feature lovingly designed illustrations and are suitable for preparing children for preschool and primary school. Thanks to its handy format, the block is ideal for at home and on the move.

A History of Early Childhood Education in Canada, Australia, and New Zealand

2010-01-01
 |  Education
A History of Early Childhood Education in Canada, Australia, and New Zealand

Author: Larry Prochner

Publisher: UBC Press

ISBN: 9780774858908

Category: Education

Page: 352

View: 248

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In the early nineteenth century, governments introduced kindergartens and infant schools to give children a head start in life. These programs hinged on new visions of childhood that origin-ated in England and Europe, but what happened when they were exported to the colonies? This book unwinds the tangled threads of this history, from early infant schools in England to three Commonwealth countries Canada, Australia, and New Zealand where systems of educating young children were transplanted but adapted to suit local ideas, politics, and populations. This unique, comparative approach to the history of early childhood education provides fresh insight into how to reconcile educational theory and practice in an increasingly global world.

Near-Infrared SpRecent Advances in Infant Speech Perception and Language Acquisition Research

2015-06-16
 |  Child psychology
Near-Infrared SpRecent Advances in Infant Speech Perception and Language Acquisition Research

Author: Judit Gervain

Publisher: Frontiers Media SA

ISBN: 9782889194155

Category: Child psychology

Page: 119

View: 237

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Near-Infrared Spectroscopy (NIRS) is a novel and increasingly popular optical imaging technique that has revolutionarized brain research in the youngest developmental populations. After nearly a decade of technological development, NIRS has become a reliable, easy-to-use and efficient tool to explore the linguistic and cognitive abilities of neonates and young infants, opening new vistas for the investigation of language acquisition and cognitive development. This Research Topic covers the latest advances in these areas brought about by NIRS imaging. The main focus is to highlight innovative and foundational studies that go beyond methodological issues and advance our theoretical understanding of infant and child development. Contributions from the pioneers of this method are selected, illustrating how NIRS has allowed developmental researchers to ask theoretically relevant questions that more traditional methods couldn't address. These works further our understanding of language and cognitive development and bring us closer to bridging the gap between brain, mind and behavior at the very beginning of life

Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness

2022-02-11
 |  Education
Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness

Author: Betts, Anastasia Lynn

Publisher: IGI Global

ISBN: 9781799886518

Category: Education

Page: 860

View: 915

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School readiness is as much about schools recognizing the existing capabilities and knowledge each child has when they enter school as it is about supporting children and families in their preparation for entering formal learning environments. Effective approaches that address learning variability must take these differences into account, recognizing and leveraging opportunities inherent in the child’s ecosystem of resources. The Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness assembles the most current research and thought-leadership on the ways in which innovative education stakeholders are working together to impact the most critical years in a child’s life—the years leading up to and including kindergarten. Covering topics such as change agency, experience quality, and social-emotional development, this book is a crucial resource for educational researchers, child development professionals, school administrators, pre-K teachers, pre-service teachers, program managers, policymakers, non-profit service organizations, early childhood EdTech developers, curriculum developers, and academicians.

Contemporary Perspectives on Research on Child Development Laboratory Schools in Early Childhood Education

2019-05-01
 |  Education
Contemporary Perspectives on Research on Child Development Laboratory Schools in Early Childhood Education

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781641136372

Category: Education

Page: 225

View: 830

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Child development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988). Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017). In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.

Diseases and Disorders in Infancy and Early Childhood

2009-09-14
 |  Medical
Diseases and Disorders in Infancy and Early Childhood

Author: Janette B. Benson

Publisher: Academic Press

ISBN: 0123785677

Category: Medical

Page: 424

View: 346

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Currently, there are two types of pediatric disorder books available: high level technical books geared toward pediatric specialists, and self-help books for parents. The technical books cover diagnosis and treatment, while the self-help books cover general problems, are single authored, and speak little to the research of any given disorder. This volume consists of focused articles from the authoritative Encyclopedia of Infant and Early Childhood Development that cover the research information on common disorders in age 0-3. Topics include those most typically occurring, making them of great interest to both specialists and nonspecialists. Disorders and dysfunction of a variety of types are discussed, whether cognitive, social, emotional, or physiological. Coverage includes asthma, allergies, colic, bedwetting, diarrhea, genetic disorders, SIDS and learning disabilities, and provides an essential, affordable reference for researchers in developmental psychology, as well as allied health fields. Written at a level for general understanding—allows for easy and quick grasp of information to both specialists and non specialists alike Covers disorders across many systems (neurological, immunological etc) providing quicker access to info that would normally be dispersed across a wide literature Written by research experts ensuring accuracy that is sometimes lacking in non-specialist books Covers disorders, dysfunctions, and abnormal development in one place saving time looking at multiple sources for these related items

Handbook of Child Psychology, Cognition, Perception, and Language

2006-05-11
 |  Psychology
Handbook of Child Psychology, Cognition, Perception, and Language

Author: William Damon

Publisher: John Wiley & Sons

ISBN: 9780470050545

Category: Psychology

Page: 1072

View: 597

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Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 2: Cognition, Perception, and Language, edited by Deanna Kuhn, Columbia University, and Robert S. Siegler, Carnegie Mellon University, covers mechanisms of cognitive and perceptual development in language acquisition. It includes new chapters devoted to neural bases of cognition, motor development, grammar and langauge rules, information processing, and problem solving skills.