43,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
Melden Sie sich
hier
hier
für den Produktalarm an, um über die Verfügbarkeit des Produkts informiert zu werden.
- Broschiertes Buch
The third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young childrenâ s developing thinking and understanding. This edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice.
Andere Kunden interessierten sich auch für
- Julia Manning-MortonFrom Birth to Three: An Early Years Educator's Handbook27,99 €
- Teresa Wilson (UK University of Reading)Working with Parents, Carers and Families in the Early Years54,99 €
- Anne O'Connor (UK Early Years Consultant)Understanding Transitions in the Early Years157,99 €
- Kathryn PeckhamNurturing Toddlers17,99 €
- Patricia GiardielloPioneers in Early Childhood Education174,99 €
- Usha Goswami (UK University of Cambridge)Cognitive Development46,99 €
- Jocelyn SeamerReading Success in the Early Primary Years176,99 €
-
-
-
The third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young childrenâ s developing thinking and understanding. This edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- 3 ed
- Seitenzahl: 328
- Erscheinungstermin: 25. September 2019
- Englisch
- Abmessung: 243mm x 170mm x 19mm
- Gewicht: 616g
- ISBN-13: 9781138599796
- ISBN-10: 1138599794
- Artikelnr.: 57816221
- Verlag: Taylor & Francis Ltd
- 3 ed
- Seitenzahl: 328
- Erscheinungstermin: 25. September 2019
- Englisch
- Abmessung: 243mm x 170mm x 19mm
- Gewicht: 616g
- ISBN-13: 9781138599796
- ISBN-10: 1138599794
- Artikelnr.: 57816221
Sue Robson is Honorary Research Fellow in the Early Childhood Research Centre, Froebel College, at the University of Roehampton. Sue taught in early years and primary settings before moving into higher education, where she was Principal Lecturer and Subject Leader for Early Childhood Studies at the University of Roehampton. Her research interests include cognition in early childhood, in particular self-regulation and metacognition (the subject of her doctoral studies), young children¿s creative thinking, well-being and early childhood practitioner development. She is particularly interested in working with young children as participants in research, using a range of research methods to elicit their perspectives. Sue is a National Teaching Fellow and a Trustee and Member of Council of the Froebel Trust. Sue has written and presented widely.
1. How can we think about young children
s thinking? 2. Theories of cognitive development: learning to think and thinking to learn 3. The social, cultural and emotional contexts of thinking and understanding 4. The brain and the body: neuroscience and embodied cognition 5.Knowing about the mind: executive function, theory of mind, self-regulation and metacognition 6. Observing, describing and documenting children
s thinking and understanding 7. Language, communication and thought 8. Knowing about the world: the development of children
s concepts 9. Young children
s visual thinking 10. Young children
s thinking in music 11. Approaches to developing young children
s thinking and understanding
s thinking? 2. Theories of cognitive development: learning to think and thinking to learn 3. The social, cultural and emotional contexts of thinking and understanding 4. The brain and the body: neuroscience and embodied cognition 5.Knowing about the mind: executive function, theory of mind, self-regulation and metacognition 6. Observing, describing and documenting children
s thinking and understanding 7. Language, communication and thought 8. Knowing about the world: the development of children
s concepts 9. Young children
s visual thinking 10. Young children
s thinking in music 11. Approaches to developing young children
s thinking and understanding
1. How can we think about young children
s thinking? 2. Theories of cognitive development: learning to think and thinking to learn 3. The social, cultural and emotional contexts of thinking and understanding 4. The brain and the body: neuroscience and embodied cognition 5.Knowing about the mind: executive function, theory of mind, self-regulation and metacognition 6. Observing, describing and documenting children
s thinking and understanding 7. Language, communication and thought 8. Knowing about the world: the development of children
s concepts 9. Young children
s visual thinking 10. Young children
s thinking in music 11. Approaches to developing young children
s thinking and understanding
s thinking? 2. Theories of cognitive development: learning to think and thinking to learn 3. The social, cultural and emotional contexts of thinking and understanding 4. The brain and the body: neuroscience and embodied cognition 5.Knowing about the mind: executive function, theory of mind, self-regulation and metacognition 6. Observing, describing and documenting children
s thinking and understanding 7. Language, communication and thought 8. Knowing about the world: the development of children
s concepts 9. Young children
s visual thinking 10. Young children
s thinking in music 11. Approaches to developing young children
s thinking and understanding