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Volume 48 of "Advances in Child Development and Behavior" includes chapters that highlight some the most recent research in the field of developmental psychology. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students. Chapters highlight some of the most recent research in the area. A wide array of topics are discussed in detail
Child psychology. --- Child development. --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Development, Child --- Developmental biology --- Psychology --- Development
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As crianças precisam de um conjunto equilibrado de competências cognitivas e socioemocionais para ser bem-sucedidas na vida moderna. A capacidade de atingir objetivos, de trabalhar eficientemente em grupo e de lidar com as emoções será essencial para enfrentar os desafios do século 21. Enquanto todos reconhecem a importância de competências socioemocionais como perseverança, sociabilidade e autoestima, há insuficiente conscientização sobre o que “funciona” para melhorá-las. Professores e pais não sabem se seus esforços para o desenvolviento dessas competências estão de fato dando resultado nem o que poderia ser feito para aprimorá-las. Políticas e programas planejados para medir e aperfeiçoar competências socioemocionais variam consideravelmente entre países, e mesmo internamente no mesmo país. Este relatório apresenta a síntese do trabalho analítico da OCDE sobre o papel das competências socioemocionais e propõe estratégias para desenvolvê-las. Analisa, ainda, os efeitos das competências sobre diversos indicadores de bem-estar individual e progresso social, cobrindo aspectos de nossas vidas tão diferentes quanto educação, desempenho no mercado de trabalho, saúde, vida familiar, engajamento cívico e satisfação com a vida. Também discute como legisladores, escolas e famílias facilitam o desenvolvimento de competências socioemocionais mediante programas de intervenção, ensino e criação. Ele não apenas identifica perspectivas promissoras para fomentar as competências socioemocionais, com também mostra que essas competências podem ser mensuradas de forma significativa dentro de limites culturais e linguísticos. Conteúdo Sumário executivo Capítulo 1. O papel da educação e das competências no mundo atual Capítulo 2. Contextos de aprendizagem, competências e progresso social: uma estrutura conceitual Capítulo 3. Competências que promovem o sucesso por toda a vida Capítulo 4. Contextos de aprendizagem que promovem a formação de competências Capítulo 5. Políticas, práticas e avaliações que ampliam as competências socioemocionais Capítulo 6. Como fomentar competências socioemocionais?
Child development. --- Child rearing. --- Child raising --- Children --- Raising of children --- Rearing of children --- Training of children --- Child care --- Child study --- Development, Child --- Developmental biology --- Development and guidance --- Management --- Training --- Development
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This textbook for the introductory course in Language Development adopts a coherent chronological approach, beginning with responsiveness to speech and language in the womb and working across the lifespan into maturity and beyond which helps students relate the material to the whole person at each milestone. The organizational background becomes a series of interesting cases, keeping the theory and structure of language development grounded in real stories.
Language acquisition. --- Child development. --- Child study --- Children --- Development, Child --- Developmental biology --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Development --- Acquisition
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This volume presents a collection of writings on the relations among creativity, culture and development. The editors invited “like-minded” researchers of creativity from around the world to share their respective notions of creativity. Given that human creativity is a potential that can and should be nurtured in the course of lifespan development and across all cultural backgrounds, the volume emphasizes the importance of promoting creativity in all cultures and through societal-educational opportunities, and offers a venue for the authors to make conceptual, empirical and practical inquiries into the relations among creativity, development and culture. The authors represent a varied “mix” of contemporary and emerging creativity researchers who use different methodologies to investigate the importance of culture in creativity development, and the reciprocal role of developing creativity and cultural enrichment. The volume represents an attempt on the part of the editors and the authors to broaden our current understanding of creativity in the contexts of human and cultural development, and in so doing to enhance our understanding of creativity, culture and development in the contexts of flourishing human and societal activities. As the first volume in a book series on “Creativity in the Twenty-First Century”, the book invites readers and researchers to engage in future interdisciplinary and intercultural discourses and dialogues on the importance of creativity for human and cultural development.
Education. --- Educational Psychology. --- Pedagogic Psychology. --- Educational psychology. --- Education --- Psychopédagogie --- Psychology. --- Theory & Practice of Education --- Social Sciences --- Creative ability. --- Creative teaching. --- Child development. --- Child study --- Children --- Development, Child --- Creative ability in teaching --- Creativeness --- Creativity --- Development --- Developmental biology --- Developmental psychobiology --- Child rearing --- Teaching --- Ability --- Creation (Literary, artistic, etc.) --- Psychology, Educational --- Psychology --- Child psychology --- Education—Psychology.
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This volume explores the questions related to the theory, practice, and policy of the well-being and well-becoming of children. It does so in a truly interdisciplinary way with a focus on the social sciences and philosophy, giving therefore justice to the growing insight that studying and promoting the well-being of children has a strong ethical component. It is dependent on the questions of good life, its conditions and cannot be separated from the concept of social justice and moral entitlements of children and their families. In this book, philosophers and social scientists, in close dialogue, shed light on some of the most challenging matters involved.
Child development. --- Child welfare. --- Children --- Social conditions. --- Child study --- Development, Child --- Child protective services --- Child protective services personnel --- CPS (Child protective services) --- Humane societies --- Protection of children --- Development --- Charities --- Charities, protection, etc. --- Protection --- Developmental biology --- Developmental psychobiology --- Child rearing --- Family policy --- Public welfare --- Social work with children --- Social work with youth --- motivation, history, social science, culture, emotions.
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When a young child begins to engage in everyday interaction, she has to acquire competencies that allow her to be oriented to the conventions that inform talk-in-interaction and, at the same time, deal with emotional or affective dimensions of experience. The theoretical positions associated with these domains - social-action and emotion - provide very different accounts of human development and this book examines why this is the case. Through a longitudinal video recorded study of one child learning how to talk, Michael Forrester develops proposals that rest upon a comparison of two perspectives on everyday parent-child interaction taken from the same data corpus - one informed by conversation analysis and ethnomethodology, the other by psychoanalytic developmental psychology. Ultimately, what is significant for attaining membership within any culture is gradually being able to display an orientation towards both domains - doing and feeling, or social-action and affect.
Social interaction. --- Child development. --- Parent and child. --- Child and parent --- Children and parents --- Parent-child relations --- Parents and children --- Children and adults --- Interpersonal relations --- Parental alienation syndrome --- Sandwich generation --- Child study --- Children --- Development, Child --- Developmental biology --- Human interaction --- Interaction, Social --- Symbolic interaction --- Exchange theory (Sociology) --- Psychology --- Social psychology --- Development
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Le terme “renforcement des capacités” est entré dans le langage courant durant le développement international du vingt-et-unième siècle. Alors que ce terme a une signification différente pour différentes personnes, il est souvent utilisé pour décrire une infusion de connaissances ou de compétences pour contribuer à la création d’un gouvernement ou institution capable de répondre aux défis majeurs liés au développement. Toutefois, comme d’autres interventions bien intentionnées de l’Ouest industrialisé, un tel “renforcement des capacités” peut avoir un effet autant destructeur que productif. Ce volume problématise de telles activités et présente une autre façon de promouvoir la construction de capacité dans le cadre du développement. Le volume commence par une exploration du concept de renforcement des capacités et se concentre ensuite sur deux exemples de promotion de capacités pour l’éducation, les soins et le développement de la petite enfance (DPE). Le Programme de Partenariats des Premières Nations (PPPN), un programme d’éducation postsecondaire innovateur et efficace lancé en 1989 à la demande d’un grand conseil tribal dans le nord du Canada, a mené à 10 apports éducatifs dans diverses communautés autochtones au cours des vingt ans qui ont suivis. Le deuxième programme, lancé en 1994 à la demande du siège de l’UNICEF, met l’accent sur l’Afrique subsaharienne. Alors que le programme inclut toute une gamme d’activités qui concernent la promotion de capacités, le vecteur central pour ce travail de développement est l’Université Virtuelle pour le Développement de la Petite-Enfance (UVDPE), un programme créé en 2001 et maintenant en phase de transition vers les universités africaines. Ce livre décrit des approches pour la promotion de capacité qui répondent aux complexités et aux possibilités des communautés – au niveau local ainsi que national. Ces initiatives défient le discours actuel en ce qui concerne le développent dans le cadre du DPE et du développement international et, ce faisant, fournit d’autres moyens de renforcer les capacités pour les chercheurs et les professionnels dans le DPE, l’éducation, et le vaste domaine du développement international.
Child care. --- Early childhood education. --- Child development. --- Puericulture. --- Éducation de la premiere enfance. --- Enfants --- Developpement. --- Child health --- Children --- Health of children --- Puericulture --- Pediatrics --- Child study --- Development, Child --- Developmental biology --- Education --- Care of children --- Childcare --- Care and hygiene --- Health --- Hygiene --- Development --- Care --- Pre-school & kindergarten
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The volume starts with an exploration of the concept of capacity building and goes on to focus on two examples of capacity promotion for early childhood education, care and development (ECD). The First Nations Partnerships Program (FNPP), an innovative and successful post-secondary education program initiated in 1989 at the request of a large tribal council in northern Canada, led to 10 educational deliveries with diverse Indigenous communities over the subsequent two decades. The second program, launched in 1994 at the request of UNICEF headquarters, focuses on sub-Saharan Africa. While the program encompasses a range of capacity-promoting activities, the central vehicle for this ECD development work is the Early Childhood Development Virtual University (ECDVU), a program created in 2001 and now in transition to African universities. This book describes approaches to capacity promotion that respond to the complexities and possibilities of communities—at local and country levels. These initiatives challenge established developmental narratives in ECD and international development, and in so doing provide alternative ways for scholars and practitioners in ECD, education, and the broad international development field to enhance capacities.
Puericulture. --- Éducation de la premiere enfance. --- Enfants --- Child care. --- Early childhood education. --- Child development. --- Developpement. --- Child study --- Children --- Development, Child --- Developmental biology --- Education --- Care of children --- Childcare --- Child health --- Health of children --- Puericulture --- Pediatrics --- Development --- Care --- Care and hygiene --- Health --- Hygiene --- Pre-school & kindergarten
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This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings.
Education. --- Science Education. --- Childhood Education. --- Learning & Instruction. --- Science --- Early childhood education. --- Education --- Sciences --- Education de la première enfance --- Study and teaching. --- Etude et enseignement --- Education, Preschool. --- Education, Primary. --- Science -- Study and teaching. --- Social Sciences --- Education, Special Topics --- Affective education. --- Study and teaching (Early childhood) --- Affective domain --- Affective learning --- Science education. --- Child development. --- Early Childhood Education. --- Science education --- Scientific education --- Learning. --- Instruction. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Development
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This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested.
Education. --- Science Education. --- Teaching and Teacher Education. --- Childhood Education. --- Learning & Instruction. --- Science --- Early childhood education. --- Education --- Sciences --- Education de la première enfance --- Study and teaching. --- Etude et enseignement --- Science_xStudy and teaching. --- Social Sciences --- Education, Special Topics --- Science education. --- Teaching. --- Child development. --- Early Childhood Education. --- Science education --- Scientific education --- Learning. --- Instruction. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Development
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