Knowledge development in early childhood : sources of learning and classroom implications
- New York : Guilford Press, c2012.
- Physical description
- xvi, 270 p. : ill ; 24 cm.
LB1139.23 .K64 2012
- Unknown LB1139.23 .K64 2012
- Includes bibliographical references and index.
- Part I: Sources of Children's Knowledge. Kaefer, What You See Is What You Get: Learning from the Ambient Environment. Van Reet, Learning through Play: Procedural versus Declarative Knowledge. Corrow, Cowell, Doebel, Koenig, How Children Understand and Use Other People as Sources of Knowledge: Children's Selective Use of Testimony. Callanan, Rigney, Nolan-Reyes, Solis, Beyond Pedagogy: How Children's Knowledge Develops in the Context of Everyday Parent-Child Conversations. Reed, Hirsh-Pasek, Golinkoff, Drawing on the Arts: Less-Traveled Paths toward a Science of Learning. Pinkham, Learning by the Book: The Importance of Picture Books for Young Children's Knowledge Acquisition. Lavigne, Anderson, Television and Children's Knowledge. Part II: Promoting Knowledge Development in the Classroom. Roskos, Christie, Four Play Pedagogies and a Promise for Children's Learning. Wright, The Research-Reality Divide in Early Vocabulary Instruction. Dickinson, Barnes, Mock, The Contributions of Curriculum to Shifting Teachers' Practices. Wasik, Hindman, Scaffolding Preschoolers' Vocabulary Development through Purposeful Conversations: Unpacking the ExCELL Model of Language and Literacy Professional Development. Duke, Halvorsen, Knight, Building Knowledge through Informational Text. Connor, Morrison, Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge. Silverman, Hines, Building Literacy Skills through Multimedia.
- (source: Nielsen Book Data)
- Publisher's Summary
- Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills.
(source: Nielsen Book Data)
- Publication date
- edited by Ashley M. Pinkham, Tanya Kaefer, Susan B. Neuman.