MARC record from Internet Archive

LEADER: 11861cam 22006254a 4500
001 ocm59711805
003 OCoLC
005 20181210040853.0
008 050421s2006 njua b 001 0 eng
010 $a 2005011284
040 $aDLC$beng$cDLC$dYDX$dBAKER$dIG#$dBTCTA$dYDXCP$dID1$dOCLCQ$dUKMGB$dOCLCF$dOCLCQ$dOCLCA$dAU@
015 $aGBA556367$2bnb
016 7 $a013245246$2Uk
020 $a013119805X$q(pbk. ;$qalk. paper)
020 $a9780131198050$q(pbk. ;$qalk. paper)
035 $a(OCoLC)59711805
042 $apcc
050 00 $aLB1115$b.T73 2006
082 00 $a372.21$222
100 1 $aTrawick-Smith, Jeffrey W.
245 10 $aEarly childhood development :$ba multicultural perspective /$cJeffrey Trawick-Smith.
250 $a4th ed.
260 $aUpper Saddle River, N.J. :$bPrentice Hall,$c℗♭2006.
300 $axviii, 542 pages :$billustrations ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 494-521) and indexes.
505 00 $aMachine derived contents note: Detailed Table of Contents -- Part I: Young Children in Multicultural Perspective: An Introduction -- Chapter 1: Studying Early Childhood Development in a Diverse World -- What is Early Childhood Development? -- Why Study Early Childhood Development? -- A Guide to Interactions with Children -- A Guide to Curriculum Planning -- A Guide to Observing Children and Identifying Special Needs -- A Guide to Understanding and Appreciating Diversity -- A Guide to Advocacy and the Shaping of Public Policy -- Why Study Early Childhood Development from a Multicultural Perspective? -- Summary -- Research into Practice -- Chapter 2: Historical Perspectives and Research in Early Childhood Development -- Historical Perspectives on Childhood -- Western Perspectives -- Non-Western Perspectives -- Research on Young Children -- A History of Child Study -- Correlational Studies -- Experimental Studies -- Multicultural Critique of Traditional Research -- Qualitative/Ethnographic Studies -- Action Research in the Classroom -- Summary -- Research into Practice -- Chapter 3: Theories of Child Development -- Maturationist Theory -- Working with Adam -- Critique and Multicultural Analysis -- Behaviorist Theory -- Classical and Operant Conditioning -- Social Learning Theory -- Working with Adam -- Critique and Multicultural Analysis -- Psychoanalytic Theory -- Erikson?s Ages of Emotional Development -- Working with Adam -- Critique and Multicultural Analysis -- Cognitive-Developmental Theory -- Working with Adam -- Critique and Multicultural Analysis -- Sociocultural Theory -- Working with Adam -- Critique and Multicultural Analysis -- Ecological Systems Theory -- Working with Adam -- Critique and Multicultural Analysis -- Summary -- Research into Practice -- Part II: Prenatal Development, Childbirth, and Infancy -- Chapter 4: Genetics, Prenatal Development, and Birth -- Genetics: The Biological Steps to Becoming a Unique Human Being -- Genes and Chromosomes -- Hereditary Diseases -- Genetics from a Multicultural Perspective -- Becoming Human -- Becoming an Individual -- Becoming an Individual within a Cultural Group -- Prenatal Development -- Environmental Influences on Prenatal Development -- Teen Pregnancy -- Childbirth -- Western Childbirth Procedures -- Childbirth Across Cultures -- Summary -- Research into Practice -- Chapter 5: The Newborn -- Physical Characteristics of Newborns -- Newborn Psychological States -- Alert and Waking Activity States -- Crying -- Breastfeeding -- Reflexes -- Exploration and Habituation -- Newborns with Special Needs -- Genetic Disorders -- Environmental Risk Factors -- Poor Health Status and Prematurity -- Summary -- Research into Practice -- Chapter 6: Infant Physical Growth and Brain Development -- Physical Growth and Motor Development -- Trends in Physical Growth -- Motor Abilities -- Toddler Motor Development and Self-Help Skills -- Perceptual Development -- Vision -- Hearing -- Taste and Smell -- Touch -- Brain Growth -- How the Brain Works -- The Super-Dense Infant Brain -- Promoting Infant Brain Growth -- Prime Time for Brain Growth -- Visual Impairment -- Hearing Impairment -- Other Conditions that Affect Perception and Motor Ability -- Summary -- Research into Practice -- Chapter 7: Cognitive Development in Infancy -- Piaget?s View of Infant Intelligence -- Piaget?s Substages -- A Multicultural Critique of Piaget?s Theory -- Other Cognitive Abilities in Infancy -- Attention -- Infant Play and Cognitive Development -- Variations in Infant Cognitive Development -- Culture and Infant Cognition -- Poverty -- Challenging Conditions and Infant Cognition -- Families, Culture, and Infants with Special Needs -- Early Intervention -- Summary -- Research into Practice -- Chapter 8: Infant Language and Literacy -- Receptive Communication -- Speech Perception -- Understanding Words -- Productive Communication -- Crying -- Noises and Gestures -- Babbling -- First Words -- Two-Word Utterances -- Toddler Literacy -- Hearing Impairment and Infant Language -- Down Syndrome and Infant Language -- General Language Delay -- Summary -- Research into Practice -- Chapter 9: Infant Social and Emotional Development -- Trust and Attachment -- Attachment Formation -- Separation Anxiety and Stranger Anxiety -- Types of Attachment -- Cultural Variations in Infant Attachment -- Parenting Behaviors, Attachment, and Culture -- Attachment and Infants with Special Needs -- Attachment and Family Stress -- Attachment Interventions -- Infant Care and Attachment -- Autonomy -- Cultural Variations in Autonomy -- Temperament -- Temperament and Attachment -- Temperament and Culture -- Early Emotions -- Emotions and Culture -- Infant Relationships and Egocentrism -- Summary -- Research into Practice -- Part III: Development in the Preschool Years -- Chapter 10: Preschool Physical and Motor Development -- Physical Growth -- Gross Motor Development -- Cultural Variations in Motor Skills -- Cultural Variations in Activity Level -- Motor Play and Culture -- Running and Walking -- Climbing and Jumping Down -- Catching and Throwing -- Balancing -- Rough-and-Tumble Play -- Fine Motor Development -- Artistic Development -- Drawing Development: A Traditional View -- Drawing Development: The Reggio Emilia Perspective -- Gender and Motor Development -- Personal and Family Life Skills -- Neurological and Perceptual Disorders -- Attention Deficit/Hyperactivity Disorder -- Malnutrition -- Effects of Early Intervention -- Summary -- Research into Practice -- Chapter 11: Cognitive Development in the Preschool Years -- Cognitive Development in the Preschool Years: Piaget?s Theory -- Characteristics of Preoperational Thought -- Piagetian Tasks -- Criticisms of Piaget?s Theory -- Cultural Variations -- Flaws in Research -- Vygotsky?s Perspective on Cognitive Development -- Culture and Social and Language Interactions -- New Perspectives on Preschool Cognition -- Attention -- Theories of the Mind -- Variations in Theories of the Mind -- Summary -- Research into Practice -- Chapter 12: Symbolic Thought, Play, Language, and Literacy in the Preschool -- Years -- Sociodramatic Play -- Sociodramatic Play and Cognition -- Components of Sociodramatic Play -- Sociodramatic Play Intervention -- Sociodramatic Play, Class, and Culture -- Play and Visual Impairments -- Play and Hearing Impairments -- Play and Cognitive Disabilities -- Play and Autism -- First-and Second-Language Acquisition -- Phonology -- Semantics -- Syntax -- Pragmatics -- Bilingual Preschoolers -- Literacy Development -- Writing -- Reading -- Promoting Early Literacy -- Cultural Variations in Emergent Literacy -- Summary -- Research into Practice -- Chapter 13: Social and Emotional Development of Preschoolers -- Emotional Growth in the Preschool Years -- Initiative Versus Guilt -- Social Initiative -- Initiative and Self-Concept -- Initiative and Culture -- Social Competence -- Peer Status: Children Who Are Popular, Rejected, and Neglected -- Friendships -- Social Participation -- Positive and Negative Social Behaviors -- Culture and Social Competence -- Culture and Prosocial Behaviors -- Play -- Access to Peers -- Friendliness and Shyness -- Rough Play and Teasing -- Social Interaction and Second-Language Acquisition -- Peer Acceptance and Culture -- Other Sources of Variation in Social Competence -- Poverty and Family Stressors -- Siblings -- Child Care -- Gender and Social Development -- Summary -- Research into Practice -- Part IV: The Primary Years in Cultural Context -- Chapter 14: Physical Growth and Motor Development in the Primary Years -- Physical Appearance and Stature -- Cultural Variations in Physical Growth -- Poverty and Health Status of Primary-Age Childhood -- Illness -- Nutrition -- Injury -- Violence -- Homelessness -- Motor Development in the Primary Years -- The Body-Brain Connection -- Motor Play and Culture -- Functional Play -- Rough-and-Tumble Play -- Pretend Play
505 00 $aGames with Rules -- Teasing Play -- Rituals -- Modern Threats to Motor Play -- Television -- School Policy -- Cerebral Palsy -- Duchenne Muscular Dystrophy -- Spina Bifida -- Meeting Special Motor Needs in School -- Attention Deficit/Hyperactivity Disorder -- Summary -- Research into Practice -- Chapter 15: Cognition and Schooling -- Schooling across Cultures -- Intelligence Tests -- Uses of IQ Tests in School -- Analysis and Multicultural Critique of IQ Testing -- Piaget?s Theory of Cognitive Development -- Assimilation and Accommodation -- The Concrete Operational Stage -- Piaget?s Theory and Traditional School Subjects -- Analysis and Multicultural Critique of Piaget?s Theory -- Underestimates of Competence -- Culture and Cognitive Abilities -- Vygotsky?s View of Language and Social Interaction -- Memory, Metacognition, and Schooling -- Types of Memory -- Metacognition and Memory -- Memory and Culture -- Culture and School Success -- Clashes in Cognitive Style -- Poor Schools and Teaching -- Family Attitudes Toward School -- Learning Disabilities -- Children Who Are Gifted and Talented -- Meeting Diverse Cognitive Needs in One Classroom -- Summary -- Research into Practice -- Chapter 16: Language, Literacy, and Schooling -- First-and Second-Language Acquisition -- Phonology -- Semantics -- Syntax -- Metalinguistic Awareness -- Pragmatics -- Bilingual Education -- Literacy Development -- Writing in the Primary Years -- Reading Development -- Literacy and Culture -- Biliteracy -- Summary.
650 0 $aChild development.
650 0 $aEarly childhood education.
650 0 $aMulticultural education.
650 0 $aCognition in children.
650 0 $aObservation (Educational method)
650 0 $aChildren with disabilities$xEducation.
650 7 $aChild development.$2fast$0(OCoLC)fst00854393
650 7 $aChildren with disabilities$xEducation.$2fast$0(OCoLC)fst00855556
650 7 $aCognition in children.$2fast$0(OCoLC)fst00866501
650 7 $aEarly childhood education.$2fast$0(OCoLC)fst00900596
650 7 $aMulticultural education.$2fast$0(OCoLC)fst01028816
650 7 $aObservation (Educational method)$2fast$0(OCoLC)fst01042943
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/toc/ecip0511/2005011284.html
938 $aBaker & Taylor$bBKTY$c84.00$d84.00$i013119805X$n0006170881$sactive
938 $aBaker and Taylor$bBTCP$n2005011284
938 $aIngram$bINGR$n9780131198050
938 $aYBP Library Services$bYANK$n2227191
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029 1 $aNZ1$b9299348
029 1 $aYDXCP$b2227191
029 1 $aUKMGB$b013245246
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 164 OTHER HOLDINGS