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List of Figures and Tables
Notes on the Editors and Contributors
Overview: The Contribution of Research in Developmental Psychology To Early Childhood Education
Part IEmotional Development
1Attachment and Parenting in the Preschool Years
2Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement
3The Role of Pretend Play in Supporting Young Children's Emotional Development
4Researching Resilience Processes in Children's Everyday Lives during Transitioning to School: A Dialogic Approach
5Whole-of-Setting Approaches to Enhancing Factors that Support Children's Social and Emotional Skills during Transitions
Part IISocial Development
6Social and Emotional Skill Development in Early Childhood
7How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education
8Children's Friendships and Social Development
9Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives
10Triadic Interactions for the Development of Social and Emotional Competences
Part IIIPlay, Development and Learning
11Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value
12Playing At, Participating In, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods
13Playing for the Future: Redefining Early Childhood Education
14Educational Play-supervision: Playing and Promoting Children's Development of Meaning
15New Play: A Pedagogical Movement for Early Childhood Education
Part IVMemory and Understanding
16Developing Skills for Remembering in Early Childhood
17How Children Learn: Implications for Early Childhood Education
18Number Concept Development in Early Childhood
19Exploring, Imagining, Sharing: Early Development and Education in Science
20Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions
Part VLearning, Language and Literacy
21Contexts for the Development of Language and Literacy in Latin America
22Early Language and Literacy Development in the Finnish Context
23Language, Literacy and the Transition to American Schooling
24Language Learning Challenges in the Early Years
25Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups
PART VIExecutive Functions, Metacognition and Self-Regulation
26The Development of Self-Regulation in Young Children
27Associations between the Home Environment, Parenting and Self-Regulation in Early Childhood
28Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction
29Understanding the Role of Motivation in Children's Self-Regulation for Learning
30Supporting Young Children's Self-Regulation Development
Conclusion: The Importance of Play, Oral Language and Self-Regulation in Children's Development and Learning: Implications for Quality in Early Childhood Education
Index

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The SAGE handbook of developmental psychology and early childhood education 이용현황 표 - 등록번호, 청구기호, 권별정보, 자료실, 이용여부로 구성 되어있습니다.
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0002610326 372.21 -A20-3 서울관 서고(열람신청 후 1층 대출대) 이용가능

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With the expertise of a body of international contributors from Australia, Canada, USA, UK, Finland, The Netherlands, Italy, Greece and Chile, this handbook explores key in-depth issues in quality Early Childhood Development and Education. Unlike previous publications in the discipline, this title combines research and practice to investigate emotional and social development, wellbeing and mental health, language, cultural environments, as well as the role of parents in a child′s development. It is divided into six key parts:

Part I: Emotional Development
Part II: Social Development
Part III: Play, Development and Learning
Part IV: Memory and Understanding
Part V: Learning, Language and Literacy
Part VI: Executive Functions, Metacognition and Self-Regulation

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