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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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The Routledge international handbook of young children's thinking and understanding.
New York
Abstract: "This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children's thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, constructing and navigating the world. The Routledge International Handbook of Young Children's Thinking and Understanding brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines who share a high public profile for their specific developments in the theories of children's thinking, learning and understanding. The handbook is organised into four complimentary parts: - How can we think about young children's thinking?: Concepts and contexts - Knowing about the brain and knowing about the mind - Making sense of the world - Documenting and developing children's thinking Supported throughout with relevant research and case studies, this handbook is an international insight into the many ways there are to understand children and childhood paired with the knowledge that young children have a strong, vital, and creative ability to think and to understand, and to create and contend with the world around them"
Inhaltsverzeichnis :
Part I. How can we think about young children's thinking? Concepts and contexts : The infant's creative vitality, in projects of self-discovery and shared meaning: how they anticipate school, and make it fruitful / Colwyn Trevarthen and Jonathan Delafield-Butt --
'I wonder why our dog has been so naughty?' Thinking differently from the perspective of play / Elizabeth Wood --
How play creates the zone of proximal development / Pentti Hakkarainen and Milda Bredikyte --
Developing implicit social cognition in early childhood: methods, phenomena, prospects / Dario Cvencek and Andrew N. Meltzoff --
The organization of memory and thought: where the boundaries of now meet the boundaries of me / Suzanne Flannery Quinn --
The development of children's causal explanations / Cristine H. Legare and Jennifer M. Clegg --
Development of the use of agents as explanations for events / Chelsea A. Cornelius and Jacqueline D. Woolley --
The clinical interview: the child as a partner in conversations versus the child as an object of research / Niklas Pramling and Roger Saljo --
Cross-language syntactic priming in bilingual children / Alina Konradt --
Part II. Knowing about the brain and knowing abou the mind : The development of children's understanding of social interaction / Executive functions and school readiness: identifying multiple pathways for school success / Rachel Razza and Kimberly Raymond --
Children's private speech / Danielle L. Mead and Adam Winsler --
The development of theory of mind and its role in social development in early chlldhood / Vickii B. Jency and Emma Newton --
Mind-mindedness: forms, features and implications for infant-toddler pedagogy / Sheila Degotardi --
Metacognitive experiences: taking account of feelings in early years education / Shirley Larkin --
Making learning visible: the role of language in the development o fmetacognition and self-regulation in young children / David Whitebread, Deborah Pino-Pasternak and Penny Coltman --
Language impairment within the autism spectrum: causes and consequences / Courtenay Frazier Norbury and Alison Sparks --
Embodied cognition in children: developing mental representations for action / John T. Bruer --
Part III. Making sense of the world : Babies, boys, boats and beyond: children's working theories in the early years / Sally Peters and Keryn Davis --
Developing an understanding of elementary astronomy: is the truth in the eye of the beholder? / Triin Liin --
Shared understanding among preschoolers / Annica Lofdahl and Maria Hjalmarsson --
Pretend play and its integretive role in young children's thinking / Sue Rogers --
Narrative thinking: implications for black children's social cognition / Stephanie M. Curenton and Nicole Gardner-Neblett --
Recognising 'the sacred spark of wonder': scribbling and related talk as evidence of how young children's thinking may be identified / Elizabeth Coates and Andrew Coates --
Musical thinking in the early years / Beatriz Ilari --
Developing young children's mathematical thinking and understanding / Douglas H. Clements and Julie Sarama --
Young children thinking and learning with and about digital technologies / Christine Stephen --
Technological design and children's perspectives / Cecilia Wallerstedt, Ingrid Pramling Samuelsson and Niklas Pramling --
Part IV. Documentation and developing children's thinking : The development of learning power: a new perspective on child-development and early education / Guy Claxton --
Thinking within the wellbeing wheel / Rosemary Roberts --
How young children thik and learn through exploring schemas / Cath Arnold --
The role of sustained shared thinking, play and metacognition in young children's learning / Iram Siraj and Rehana Asani --
Possibly thinking: from what is to what might be / Anna Craft --
Whose activity is it? The role of child- and adult-initiated activity in young children's creative thinking / Sue Robson --
Young children drawing: providing a supportive environoment / Kathy Ring --
Already equal and able to speak: practising philosophical enquiry with young children / Joanna Haynes --
What preschool is like: children's interviews, photographs, and picture selections from two different contexts / Darlene DeMarie, Jenna McLain, Laura Mockensturm and Colleen Stevenson.