The SAGE Handbook of Developmental Psychology and Early Childhood Education
eBook - ePub

The SAGE Handbook of Developmental Psychology and Early Childhood Education

  1. 616 pages
  2. English
  3. ePUB (mobile friendly)
  4. Available on iOS & Android
eBook - ePub

The SAGE Handbook of Developmental Psychology and Early Childhood Education

About this book

With the expertise of a body of international contributors from Australia, Canada, USA, UK, Finland, The Netherlands, Italy, Greece and Chile, this handbook explores key in-depth issues in quality Early Childhood Development and Education. Unlike previous publications in the discipline, this title combines research and practice to investigate emotional and social development, wellbeing and mental health, language, cultural environments, as well as the role of parents in a child?s development. It is divided into six key parts:

Part I: Emotional Development
Part II: Social Development
Part III: Play, Development and Learning
Part IV: Memory and Understanding
Part V: Learning, Language and Literacy
Part VI: Executive Functions, Metacognition and Self-Regulation

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Yes, you can access The SAGE Handbook of Developmental Psychology and Early Childhood Education by David Whitebread, Valeska Grau, Kristiina Kumpulainen, Megan McClelland, Nancy Perry, Deborah Pino-Pasternak, David Whitebread,Valeska Grau,Kristiina Kumpulainen,Megan McClelland,Nancy Perry,Deborah Pino-Pasternak,Author in PDF and/or ePUB format, as well as other popular books in Education & Early Childhood Education. We have over one million books available in our catalogue for you to explore.

Information

Publisher
SAGE Publications Ltd
Year
2019
Print ISBN
9781473975903
eBook ISBN
9781526484543
Edition
1
Topic
Education
Subtopic
Early Childhood Education

Table of contents

  1. Cover
  2. Half Title
  3. Title Page
  4. Copyright Page
  5. Contents
  6. Illustration List
  7. Notes on the Editors and Contributors
  8. Overview: The Contribution of Research in Developmental Psychology To Early Childhood Education
  9. Part IEmotional Development
  10. 1Attachment and Parenting in the Preschool Years
  11. 2Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement
  12. 3The Role of Pretend Play in Supporting Young Children's Emotional Development
  13. 4Researching Resilience Processes in Children's Everyday Lives during Transitioning to School: A Dialogic Approach
  14. 5Whole-of-Setting Approaches to Enhancing Factors that Support Children's Social and Emotional Skills during Transitions
  15. Part IISocial Development
  16. 6Social and Emotional Skill Development in Early Childhood
  17. 7How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education
  18. 8Children's Friendships and Social Development
  19. 9Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives
  20. 10Triadic Interactions for the Development of Social and Emotional Competences
  21. Part IIIPlay, Development and Learning
  22. 11Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value
  23. 12Playing At, Participating In, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods
  24. 13Playing for the Future: Redefining Early Childhood Education
  25. 14Educational Play-supervision: Playing and Promoting Children's Development of Meaning
  26. 15New Play: A Pedagogical Movement for Early Childhood Education
  27. Part IVMemory and Understanding
  28. 16Developing Skills for Remembering in Early Childhood
  29. 17How Children Learn: Implications for Early Childhood Education
  30. 18Number Concept Development in Early Childhood
  31. 19Exploring, Imagining, Sharing: Early Development and Education in Science
  32. 20Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions
  33. Part VLearning, Language and Literacy
  34. 21Contexts for the Development of Language and Literacy in Latin America
  35. 22Early Language and Literacy Development in the Finnish Context
  36. 23Language, Literacy and the Transition to American Schooling
  37. 24Language Learning Challenges in the Early Years
  38. 25Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups
  39. PART VIExecutive Functions, Metacognition and Self-Regulation
  40. 26The Development of Self-Regulation in Young Children
  41. 27Associations between the Home Environment, Parenting and Self-Regulation in Early Childhood
  42. 28Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction
  43. 29Understanding the Role of Motivation in Children's Self-Regulation for Learning
  44. 30Supporting Young Children's Self-Regulation Development
  45. Conclusion: The Importance of Play, Oral Language and Self-Regulation in Children's Development and Learning: Implications for Quality in Early Childhood Education
  46. Index