"A 'must have' for early childhood educators. This volume helps the reader keep abreast of the diverse knowledge bases that underlie the teaching of young children, and shows how applying research and theory can aid in preparing children for school. Coverage includes basic neural changes in infancy, typical socioemotional development, the effects of relationships and culture, and teaching and learning in specific content areas. The chapters provide a solid framework for novices and a terrific catch-up for seasoned professionals, with excellent bibliographies and cross-references. Barbarin, Wasik, and company have done the field a great service."
—Barbara Bowman, MA, Irving B. Harris Professor of Child Development, Erikson Institute, Chicago, Illinois
"This handbook fills a unique niche by bringing together the best of developmental science with the best of early education. By taking a biopsychosocial approach, it provides the reader with the latest science relevant to early education. The benefits of this information are amplified by educators proposing specific recommendations for the translation of developmental research into more effective educational practice during the preschool and early school years."
mdash;Arnold J. Sameroff, PhD, Center for Human Growth and Development, University of Michigan
"This exceptionally comprehensive and accessible volume will be of value as a text in programs preparing early childhood educators, as a basis for professional development, and as a handy resource for early childhood researchers. In addition, it provides a solid research basis for effective arguments to policymakers and the public about the importance of high-quality early childhood programs for children's development and later academic achievement."
mdash;Catherine E. Snow, PhD, Henry Lee Shattuck Professor of Education, Harvard University
|Publisher:||Guilford Publications, Inc.|
|Edition description:||New Edition|
|Product dimensions:||6.50(w) x 1.50(h) x 9.50(d)|
About the Author
Oscar A. Barbarin, PhD, is the Lila L. and Douglas J. Hertz Endowed Chair in the Department of Psychology at Tulane University. He is also a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill. He is past President of the American Orthopsychiatric Association and was elected to the Governing Council of the Society for Research in Child Development. Dr. Barbarin’s research has focused on the social and familial determinants of ethnic and gender achievement gaps beginning in early childhood. He has developed ABLE, a mental health screening tool for young children. Dr. Barbarin is principal investigator of the PAS Initiative, a national study that focuses on the socioemotional and academic development of boys of color.
Barbara Hanna Wasik, PhD, holds a William R. Kenan, Jr. Professorship in the School of Education and is a Fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina. Dr. Wasik also chairs the School Psychology Program. She serves as a consultant to national organizations and has held office in state and national organizations, including the American Psychological Association. She was an invited participant to the White House Conference on Child Care and served as a member of the Committee on Early Childhood Pedagogy of the National Academy of Sciences. Her research focuses on early childhood interventions, family literacy, social and cognitive development, problem solving, home visiting, and the observational study of children.
Table of Contents
I. Development and Early Education
1. Developmental Science and Early Education: An Introduction, Oscar A. Barbarin and Kevin Miller
2. Rethinking Early Schooling: Using Developmental Science to Transform Children’s Early School Experiences, Sharon Ritchie, Kelly L. Maxwell, and Sue Bredekamp
3. Bridging Developmental Theory and Educational Practice: Lessons from the Vygotskian Project, Anna Stetsenko and Eduardo Vianna
II. Brain Functioning and Learning
4. Developmental Cognitive Neuroscience and Education Practice, Maria Fusaro and
Charles A. Nelson III
5. Neurodevelopmental Changes in Infancy and Beyond: Implications for Learning and Memory, Patricia J. Bauer
6. Learning to Remember, Peter A. Ornstein, Jennifer L. Coffman, and Jennie K. Grammer
7. The Mind of the Preschool Child: The Intelligence–School Interface, Marc H. Bornstein
III. Social and Emotional Development
8. Development of Self, Relationships, and Socioemotional Competence: Foundations for Early School Success, Ross A. Thompson and Miranda Goodman
9. Taming the Terrible Twos: Self-Regulation and School Readiness, Susan D. Calkins and Amanda P. Williford
10. Teaching Hearts and Minds in Early Childhood Classrooms: Curriculum for Social and Emotional Development, Janet E. Thompson and Kelly K. Twibell
11. Supporting Peer Relationships in Early Education, Kathleen Cranley Gallagher and Patricia R. Sylvester
12. Promoting Social Acceptance and Respect for Cultural Diversity in Young Children: Learning from Developmental Research, Oscar A. Barbarin and Erica Odom
IV. Language and Literacy
13. The Social Context of Language and Literacy Development, Gordon Wells
14. Teaching and Learning to Read, Barbara Hanna Wasik and Beth Anne Newman
15. Changing Classroom Conversations: Narrowing the Gap between Potential and Reality, David K. Dickinson, Catherine Darrow, Sarah M. Ngo, and Lisa A. D’Souza
16. Young Latino Children’s English Reading Development: Insight for Classroom Teachers, Steve Amendum and Jill Fitzgerald
17. Supporting Parental Practices in the Language and Literacy Development of Young Children, Oscar A. Barbarin and Nikki Aikens
V. Mathematics and Science
18. Early Mathematics Education and How to Do It, Herbert P. Ginsburg
19. Improving Preschoolers’ Number Sense Using Information-Processing Theory, Robert S. Siegler
20. The Early Construction of Mathematical Meanings: Learning Positional Representation of Numbers, Maria G. Bartolini Bussi and Mara Boni
21. Applying Developmental Approaches to Learning Math, Beth Casey
22. Construction and Representation of Space in 5-Year-Old Children, Rossana Falcade and Paola Strozzi
23. Enhancing Mathematical Problem Solving in Primary School Children, Erik De Corte, Lieven Verschaffel, and Fien Depaepe
24. Science Education for Young Children: A Conceptual-Change Point of View, Stella Vosniadou
25. Improving Science Teaching for Young Children, Mark Enfield and Dwight Rogers
26. Applying Lessons from Developmental Science to Early Education, Samuel L. Odom, Oscar A. Barbarin, and Barbara Hanna Wasik
Early childhood professionals and researchers, teacher educators, K–3 teachers and reading specialists, and developmental and educational psychologists; graduate students in these fields. May serve as a supplemental text in graduate-level courses.