Social contexts of early development and education
Author(s)
Bibliographic Information
Social contexts of early development and education
（Advances in early education and day care, v. 7）
JAI Press, 1995
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Note
Some copies have different pagination: xiv, 331 p
Includes bibliograhpical references and indexes
Description and Table of Contents
Description
This is the seventh volume in an annual series designed to provide an academic forum for the publication of original research, critical reviews and conceptual analyses of theoretical and substantive issues related to the education, care and development of young children.
Table of Contents
- Part 1 Family and community: Parent empathy: a key element in the mother-child relationship, Norma D. Feshbach
- Children's conceptions of poverty, Judith A. Chafel. Part 2 Adults and the classroom: The child development associate credential program, Nancy E. Barbour et al
- university-based child development laboratory schools: multiple challenges and demands, Brent A. McBride, Jaesook Lee
- Reconceptualizing theory through practice: insights from a first-grade teacher and second-language theorists, Celia Genishi et al. Part 3 Classroom interactions: Infant day care research: limitations and possibilities, Robin L. Leavitt
- Studying children's social play through a child cultural approach: roles, rules, and shared knowledge, Alice M. Meckley
- The social context and young children's spatial representations: recreating the world with blocks, drawings, and models, Susan L. Golbeck. Part 4 Vygotsky's influence: Images of teaching: prospective early childhood teachers' constructions of the teaching-learning process of young children, Andrew J. Stremmel et al
- Teacher-child discourse in the early childhood classroom: a dialogic model of self-regulation and moral development, Cary A. Buzzelli
- Applications of Vygotskian theory to early childhood education: moving towards a new teaching-learning paradigm, Nancy File.
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