Promoting Positive Development in Early Childhood

A highly effective recommended practice in early childhood education, intentional teaching enhances all young children's learning through planned instructional strategies, conversations, and acti

NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may b

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134300777. Theory, research

This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current res

This monograph originated as an interim report on the research project Cog- nitive and Social Determinants on Language Acquisition which I conducted under the auspices of the German Department of the

Howes (applied developmental psychology, U. of California, Los Angeles) et al. compile eight essays drawn from presentations and discussions that took place during the annual National Center for Resea

Thirteen American academics and researchers contribute six chapters examining the connection between language acquisition and emergent literacy, and how this prepares children for later literacy devel

The formative years – ages three through five – are critical to building a solid foundation for children’s long-term success. And although the relationship between children and parents is central to h

Promoting Positive Development in Early Childhood introduces Developmental Assets for Early Childhood, a unique strengths-based framework that identifies the spectrum of positive influences on child d

Adult and child psychoanalyst Parens (psychiatry, Jefferson Medical College; the Psychoanalytic Center of Philadelphia) looks at the roots of aggression in early childhood. The study conducted in this

Psychological Development and Early Childhood is a broad and accessible introduction to theory and research, presenting integrated research-based accounts of development in key areas of early childhoo

In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual children's language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Children's and families' harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play

It is widely recognised that science explorations is vital in children's lives as they make sense of the world. Now in its fourth edition, Science in Early Childhood provides a comprehensive and engaging introduction to science in the early years. Each chapter has been updated to include current research and to address changing priorities in early childhood science education. The text features new chapters on Indigenous ways of knowing science, inquiry approaches to learning science and teaching science inclusively. Science in Early Childhood complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts, processes and skills are brought to life through detailed case studies, practical tasks and reflective activities. Instructors can also supplement learning by drawing on the extensive materials located on the companion website. Renowned for its accessible and informative content, Science in Early Childhood is essential for all pre-service ea

Early Childhood Development: A Multicultural Perspective , Loose-Leaf Version, is intended to assist future teachers, child-care providers, and family service and mental health professionals in unders

The first volume in this Early Childhood Education and Care in the 21st Century: International Teaching, Family and Policy Perspectives miniseries provides a snapshot of early childhood education and

The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the f

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.