skip to content
Knowledge development in early childhood : sources of learning and classroom implications Preview this item
ClosePreview this item
Checking...

Knowledge development in early childhood : sources of learning and classroom implications

Author: Ashley M Pinkham; Tanya Kaefer; Susan B Neuman
Publisher: New York : The Guilford Press, 2012.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
"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
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Electronic books
Additional Physical Format: Print version:
Knowledge development in early childhood.
New York : The Guilford Press, 2012
(DLC) 2012016402
(OCoLC)767562751
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Ashley M Pinkham; Tanya Kaefer; Susan B Neuman
ISBN: 9781462505036 1462505031 1280879424 9781280879425
OCLC Number: 801405646
Notes: Machine generated contents note: I. Sources of Children's Knowledge1. What You See Is What You Get: Learning from the Ambient Environment, Tanya Kaefer2. Learning through Play: Procedural versus Declarative Knowledge, Jennifer Van Reet3. How Children Understand and Use Other People as Sources of Knowledge: Children's Selective Use of Testimony, Sherryse L. Corrow, Jason Cowell, Sabine Doebel, and Melissa A. Koenig____ 4. Beyond Pedagogy: How Children's Knowledge Develops in the Context of Everyday Parent-Child Conversations, Maureen Callanan, Jennifer Rigney, Charlotte Nolan-Reyes, and Graciela Solis5. Drawing on the Arts: Less-Traveled Paths toward a Science of Learning, Jessa Reed, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff6. Learning by the Book: The Importance of Picture Books for Young Children's Knowledge Acquisition, Ashley M. Pinkham7. Television and Children's Knowledge, Heather J. Lavigne and Daniel R. AndersonII. Promoting Knowledge Development in the Classroom8. Four Play Pedagogies and a Promise for Children's Learning, Kathleen Roskos and James Christie9. The Research-Reality Divide in Early Vocabulary Instruction, Tanya S. Wright10. The Contributions of Curriculum to Shifting Teachers' Practices, David K. Dickinson, Erica M. Barnes, and Jin-Sil Mock11. Scaffolding Preschoolers' Vocabulary Development through Purposeful Conversations: Unpacking the ExCELL Model of Language and Literacy Professional Development, Barbara A. Wasik and Annemarie H. Hindman12. Building Knowledge through Informational Text, Nell K. Duke, Anne-Lise Halvorsen, and Jennifer A. Knight13. Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge, Carol McDonald Connor and Frederick J. Morrison 14. Building Literacy Skills through Multimedia, Rebecca Silverman and Sara Hines.
Description: 1 online resource.
Contents: Pt. 1. Sources of children's knowledge --
pt. 2. Promoting knowledge development in the classroom.
Responsibility: edited by Ashley M. Pinkham, Tanya Kaefer, Susan B. Neuman.

Abstract:

"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 children's content knowledge while also promoting core literacy skills"--

"Subject Areas/Keywords: classrooms, content areas, curriculum, developmental psychology, early childhood education, early intervention, early literacy, educational psychology, families, family, instructional methods, knowledge acquisition, parents, pedagogy, play, preschool, teaching, texts, vocabulary, young children DESCRIPTION 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 children's content knowledge while also promoting core literacy skills"--

Reviews

Editorial reviews

Publisher Synopsis

"An excellent volume that reviews current research and discusses its implications for practice and policy. Broad in scope, rich in depth, and anchored by contributions from noted scholars, this book Read more...

 
User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/801405646>
library:oclcnum"801405646"
library:placeOfPublication
library:placeOfPublication
owl:sameAs<info:oclcnum/801405646>
rdf:typeschema:Book
rdfs:seeAlso
schema:about
schema:about
schema:about
schema:about
rdf:typeschema:Intangible
schema:name"PSYCHOLOGY / Developmental / Child"
schema:about
rdf:typeschema:Intangible
schema:name"EDUCATION / Educational Psychology"
schema:about
schema:about
schema:about
rdf:typeschema:Intangible
schema:name"EDUCATION / Preschool & Kindergarten"
schema:about
rdf:typeschema:Intangible
schema:name"LANGUAGE ARTS & DISCIPLINES / Literacy"
schema:bookFormatschema:EBook
schema:contributor
schema:contributor
schema:contributor
schema:datePublished"2012"
schema:description"Pt. 1. Sources of children's knowledge -- pt. 2. Promoting knowledge development in the classroom."
schema:description""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 children's content knowledge while also promoting core literacy skills"--"
schema:description""Subject Areas/Keywords: classrooms, content areas, curriculum, developmental psychology, early childhood education, early intervention, early literacy, educational psychology, families, family, instructional methods, knowledge acquisition, parents, pedagogy, play, preschool, teaching, texts, vocabulary, young children DESCRIPTION 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 children's content knowledge while also promoting core literacy skills"--"
schema:exampleOfWork<http://worldcat.org/entity/work/id/1120973233>
schema:inLanguage"en"
schema:name"Knowledge development in early childhood sources of learning and classroom implications"
schema:publisher
schema:url<http://site.ebrary.com/id/10574846>
schema:url<http://www.myilibrary.com?id=372073>
schema:url<http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=465436>
schema:workExample
schema:workExample
schema:workExample
schema:workExample

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.